承认与斗争:协同共育背景下高质量家庭教育参与的实现逻辑

Recognition and Struggle:the Realization Logic of High-quality Family Education Participation in the Context of Collaborative Co-education

家庭是一类教育责任主体,发挥家庭参与教育的主体性,是提升协同共育效果,实现教育高质量发展的必然选择。依据霍耐特的承认理论,高质量的家庭教育参与意味着:家庭主体在教育中得到来自其他主体与自我的切实“承认”,即重视家庭类主体的文化价值,尊重家庭个体主体的独特贡献,家庭认同自身的教育能力。然而主体间的“承认”并非自然发生,存在为承认而进行的斗争。部分家庭急于寻求“承认”,使其关于自身教育价值的认识受到干扰;学校作为“承认”权威和标准制定者,对部分家庭蔑视和否定性“承认”,使家庭教育自主性受到压抑;社会地位较高、获得承认的家庭,为争夺社会性尊重而挤压学校教育的主体性,反过来使其自身主体性也受到阻碍。为实现协同效果最大化,须重建家庭和学校的彼此承认关系,最大限度发挥家校各自的教育主体性价值。

Families,as a kind of subject taking responsibility for education,derive their high-quality educational participation from a fundamental logic grounded in the genuine“recognition”by other subjects.This entails valuing the cultural value of family subjects,respecting the unique contribution of the individual family members,and fostering families’recognition of their own educational capabilities.However,recognition among subjects does not happen spontaneously,and the struggle for recognition is not conducive to the realization of subjectivity.Families that are eager for“recognition”may experience disruptions in their understanding of their educational value.Schools,as authoritative entities that define standards of“recognition”,disdain and negatively“recognize”some families,thus suppress the educational autonomy of those families.Families with higher social status and recognition compete for social respect,which undermine the subjectivity of school education,consequently impeding their own realization of subjectivity..In order to achieve the maximum effect of collaborative education,it is necessary to rebuild the mutual recognition relationship between families and schools,thereby fully leveraging the educational subjectivity value of both entities.