【作者】 刘世清；

【导师】 袁振国；

【作者基本信息】 华东师范大学 ， 教育学原理， 2007， 博士

【摘要】 教育政策是关于教育机会、教育资源分配或调整的规定和规则，直接关系到不同受教育群体的利益。如何处理不同群体的教育利益关系，是平等的对待所有社会成员的教育利益需求，还是有区别的对待不同社会阶层成员的教育利益需求，是教育政策制订过程中无法回避的基本问题，也是教育政策伦理的核心问题。在此意义上，教育政策不仅仅是简单的技术方案，同时，还必须接受公众对其进行的伦理追问与道德审判。教育政策伦理是指国家公共权力部门为实现特定教育目标，在调节与分配有限教育利益资源的过程中所遵循的伦理价值原则。教育政策伦理贯穿于整个教育政策活动过程之中，是教育政策内容伦理、程序伦理与政策主体伦理的统一。相应的教育政策伦理的基本问题也凸显为公共教育利益与个体教育利益、政策程序的民主化与科学化、公共教育权力与社会责任之间的矛盾关系。其中，公共教育利益与个体教育利益之间的矛盾关系决定着教育政策内容伦理的实质取向，其表现为两个方面，一是普遍的、统一的国家教育利益与多样化的个体教育利益之间的矛盾；二是不同社会群体成员之间多样化教育利益之间的矛盾。教育政策程序的民主化与科学化是指政府部门在分配教育利益资源的过程中所遵循的秩序与规则的安排状况，其是有效解决教育政策活动中公共教育利益与个体教育利益矛盾的形式保障。公共教育权力与社会责任之间的矛盾是教育政策主体伦理的基本问题，是指当教育政策主体行使公共权力实现公共教育利益时，如何保证其尽可能的履行自己承担的社会责任，而不滥用公权谋求个人私利。从伦理学的角度来看，教育政策伦理主要解决“什么样的教育政策是好的、或是公正的”。对于“什么是好的或公正的”判断与选择即涉及到教育政策伦理观的基本取向问题。不同的伦理学流派对于“公正”有着不同的理解。立足于不同伦理学流派的基本观点，论文探讨了教育政策伦理观的三种基本取向：目的论视野中社会共同善优先的伦理取向，义务论视野中个体权利优先的伦理取向，兼容二者但序列不同的综合性质的伦理取向。以社会共同善优先为伦理取向的教育政策，其公正与否的道德标准取决于这一政策方案能否增加整个国家与社会的教育利益总量。以个体权利优先为伦理取向的教育政策，其公正与否的伦理标准取决于这一政策方案自身能否保证每个受教育者个体平等地享有教育权利；当个体教育利益与国家整体教育利益发生冲突时，国家或社会不能以国家整体利益的理由损害任何一部分社会成员的个体教育利益。综合取向的教育政策伦理观则具体表现为社会共同善优先兼顾个体权利和个体权利优先兼顾社会共同善两种类型。不同历史时期的教育政策会表现出不同的伦理价值取向。这种价值取向一方面是政府决策主体对现实教育问题认识与对解决方案选择的主观反映，另一方面更是一定历史时期社会各主体之间利益结构关系的客观反映。建国以来，在不同历史阶段，我国教育政策实践的伦理取向特征具体表现为：建国初期(1949-1965)“为工农服务、为生产建设服务”的伦理取向，文化大革命时期(1966-1976)“平均主义、政治至上”的伦理取向，20世纪80年代至90年代中后期“效率优先、兼顾公平”的伦理取向，20世纪90年代末至今“均衡发展”的伦理取向。改革开放以来，随着市场经济改革的不断推进，我国教育领域内发生了一系列变革，具体表现为市场力量与机制的介入、公共教育权力的转移以及学校自主权的提升。但是随着教育改革的逐步深入与深化，教育的选择性、公益性、公平性与竞争性等一系列改革伦理问题也不断凸显。市场背景下教育改革领域中的利益主体日益多元、利益机制愈加复杂。因此，新时期我国教育政策应该坚持个体选择与教育公益相统一，坚持差异公平与弱势补偿相统一，坚持政府调控与多方参与相统一，坚持分类管理与公平竞争相统一的伦理价值取向。同时，在教育政策主体与教育政策程序方面，还应建立健全相应的社会监督机制、责任追究机制、公共参与机制、评估修正机制，以真正保障新时期教育政策伦理取向的公正性。更多还原

【Abstract】 Educational policy refers to the prescribes and rules of the educational resource’s distribution or adjustment, which is directly concern about the interest of all different educatees’ groups. For either the equal or the different treatment of educational requirements of social classes members, how to deal with the interest relationship between all kinds of the groups is the unavoidable problem for the establishment of the educational policy, and is also the core issue of the ethics of educational policy. To a certain extent, educational policy is not only the simple technology project, but also need to accept the people’s ethical judgment.The ethics of educational policy is the principle of ethical value kept by the national public power department during the process of adjustment and distribution of the limited educational interest resources, which is to achieve the special educational goals. The ethics impenetrate the practice of the educational policy, which is the unity of the ethics of policy content, policy procedure and policy subject. Accordingly, the ethical basic problems of the educational policy reflect the contradiction relationship between the public educational interest and the individual educational interest, between the science and democratization of the policy procedure, between the power of the public education and the social responsibility. Among them, the contradiction relationship between the public educational interest and the individual educational interest decides the essential tropism of the educational policy content ethics, which reflects the following two aspects: one is the contradiction between the universal, uniform national educational interest and the various individual educational interest, and the other is the interest contradiction among the members of different social groups. The democratization and science of the educational policy procedure refers to the status of the order and the rules arrangement during the process of the government department’s distribution of the educational resources. It is the formal safeguard that can effectively solve the contradiction between the public educational interest and individual educational interest during the educational policy activity. The basic issue of the policy subject’s ethics is the contradiction between the public educational power and the social responsibility, that is how to ensure the policy subject not to abuse the public power to buck for individual self-interest when he execute the public power to pursue the public educational interest.In the view of the ethics, the ethics of educational policy mainly solves the problem about what is good or just educational policy. The judgment and choice about what is the "good" or "just" educational policy refer to the basic tropism of the educational policy ethics. Different ethics schools hold different understanding about the term "justice". Based on the basic viewpoint of different ethics schools, this study is probing into three basic tropisms of the educational policy ethics: the ethical tropism of the social common good priority in the view of the teleological theories, the ethical tropism of individual power priority in the view of the deontological theories, the ethical tropism of the compatible character, which mixed the common good and individual right in both but different in list. In the view of the tropism of the social common good in priority, the standard which is used to measure whether one educational policy is justice or not lies in the fact that whether the government project can increase the total amount of the whole national and social educational interest. In the view of the tropism of the individual right in priority, the standard is justice or not lies in the fact that whether the policy project itself can ensure every educatee has equal educational right; when conflict exists between the individual educational interest and the whole social educational interest, the state should not harm one social members’ educational right for the sake of the national interest. The compatible tropism of the ethics of the educational policy represent the following two types, one is the social common good in priority together with the individual right, the other is the individual right in priority together with the social common good.The educational policy during different periods of history represents different ethical value tropisms. The kind of value tropism is not only the subjective reflection of the governmental decision-maker to know the real educational problem and to choose the solving project, but also objective reflection of the structural relationship of the different social members’ interest during in a certain period. Since the establishment of PRC, during the different periods of history, the characters of the practical ethical tropism of our national educational policy reflect that: the ethical tropism of "serve for the worker and farmer, serve for the construct of production" during the period of the initial stages of the establishment of PRC(1949-1965), the ethical tropism of "equalitarian, politics is supreme" during the period of the "Great Cultural Revolution"(1966-1976), the ethical tropism of "efficiency first and then equity" during the period from the early 1980s to the mid-last 1990s, the ethical tropism of "equilibrium development" during the period from the last 1990s to this day.Since China’s reform and opening, with the setting and developing of the market economy system, there are a series of change in the field of our national education, which concretely reflect the following aspects: the intervention of the power of market and mechanism, the transformations of the power of the public education and the advance of the power of self-determination of the school. Meanwhile, the educational reform causes many ethical problems, such as educational choice, pubic interests, equity and competition. There are more and more interest subjects and complexity of interest mechanism in the area of educational reform under the market-based background. Therefore, in order to improve the justice of the educational reform and policy, it must be insisted on that is the harmony of the government dominating and multi-participation, different equity and compensation for vulnerable groups, individual choice and educational pubic interests, classified management and fair competition. Meanwhile, in the aspects of the subject and procedure of the educational policy, we should establish and perfect the social-supervising mechanism, responsibility-locating mechanism,public-participating mechanism and appraising-revising mechanism in new times.更多还原