中国高校学术数字资源配置问题:基于罗尔斯正义范式局限性的分析

Allocation of Academic Digital Resources in Chinese Universities:Based on the Analysis of Limitations of Rawls’Paradigm of Justice

实现我国高等教育领域学术数字资源的均衡配置是教育正义范式的必然要求。本文将罗尔斯的程序正义理论与我国高校数字学术资源配置问题相结合,对我国高等院校学术数字资源配置情况进行实证分析,发现我国高校间存在严重的“数字鸿沟”现象,而罗尔斯的程序正义理论对该问题的解决存在一定的局限性。研究指出了罗尔斯程序正义理论无法指导学术数字资源配置的原因:罗尔斯程序正义算法设计具有局限性,包括程序算法与特殊属性基本善之间不兼容,原初状态过于理想,差别原则存在不合理性等。罗尔斯程序正义物化模式的局限性,包括忽视人际能力差异引发的不合理现象,以及忽视了由于社会不承认问题所引发的不合理现象。为此,文章提出扬弃罗尔斯程序正义理论的内在逻辑,超越现有教育分配范式物化模式局限等政策建议。

Realizing the balanced allocation of academic digital resources in the field of higher education is a requisite for the paradigm of educational justice in China.This paper combines Rawls’theory of procedural justice with the allocation of academic digital resources in colleges and universities in China,and makes an empirical analysis on the allocation of academic digital resources in colleges and universities in China.It is found that there is a serious“digital gap”between colleges and universities in China,and Rawls’theory of procedural justice has some limitations in solving this problem.The results show that the reasons why Rawls’theory of procedural justice cannot guide the allocation of academic digital resources are as follows:first,the design of Rawls’procedural justice algorithm has limitations,such as the incompatibility between the program algorithm and the basic goodness of special attributes,the over-idealization of the original state,and the unreasonableness of the difference principle.Second,Rawls’materialization model of procedural justice has limitations,including ignoring the unreasonable phenomenon caused by the differences in interpersonal competence and ignoring the unreasonable phenomenon caused by social nonrecognition.In order to solve this problem,this paper puts forward some policy suggestions,including sublating the internal logic of Rawls’theory of procedural justice and surpassing the materialization model of the existing educational distribution paradigm.