教育权力及其正当性之研究

发布时间：2018-06-29 00:43

本文选题：教育权力 + 教育公共生活　；参考：《南京师范大学》2008年博士论文

【摘要】： 教育权力是蕴含在教育中的一种内在引导力量,是教育本身得以存在的基本方式;在制度化教育中,教育权力的行使主要由国家、学校和教师来承担,这是教育权力让渡性的体现。教育权力的这两种基本属性表明它是一种具有自然正当性的教育性力量,其中包含了自身正当性的一切根源。在现实的教育实践中,这种正当性正在失落,教育权力表现为两种扭曲的形式:一是教育暴力,二是教育权力虚无。这两种扭曲的教育权力以不同的方式消解了正当性教育权力的存在,使其成为一种试图被解构和去除的力量。对教育权力的这种扭曲根源于对其本质属性的错误理解,在教育现实中表现为多种认识上的误区。要澄清这些误解、排除这一扭曲,必须从理论上回到教育权力的源头,即从教育本身去寻找其存在的正当性依据。教育权力根源于促使人的灵魂和道德优秀的教育本质以及教育中的个体必然生活于其中的教育公共生活,后两者共同规定了教育权力的本质特性,即来自于教育本身的自然属性和来自于教育公共生活的让渡属性。这两种看似矛盾的属性正是教育权力的特殊性所在,其中便包含了教育权力正当性的源泉。教育权力的根本正当性就在于蕴含在教育自身中的对终极善的信仰,通过教育权力的引导和提升,促使个体达到灵魂和德性的优异、共同体获得整体福祉的实现。个人福祉和公共福祉的实现是教育权力在目的上的正当性所在;在形式上,教育权力主要通过引导性权力、规范性权力和管理性权力三种方式展示其正当性;目的和形式的正当性最终通过运用的正当性而实现。由于在一些关乎教育的基本问题如教育内容、教育制度、教育主体等方面发生了观念上的现代性倒转,使得教育权力在目的、形式、运用方面的正当性失去了意义,教育权力的正当性危机便随之产生了。教育权力的存在有其正当性根源,也有其不可脱离的存在条件。教育自由是教育权力存在的支撑性条件,因自由与权力的相互界定性而规定了教育权力与教育自由的相互依存;教育共同体是教育权力存在的构成性条件,因权力与公共生活的同构性而决定了教育权力无法脱离教育共同体而存在。教育权力的正当性根源与存在性条件共同塑造了教育权力的实践形态与实施方式,保证了正当性教育权力的存在及其正当实现。
[Abstract]:Educational power is an inherent guiding force contained in education and a basic way for education itself to exist. In institutionalized education, the exercise of educational power is mainly undertaken by the state, schools and teachers. This is the embodiment of the transfer of educational power. These two basic attributes of educational power indicate that it is an educational force with natural legitimacy, which contains all the roots of its own legitimacy. In the reality of educational practice, this kind of legitimacy is losing, the educational power is manifested in two distorted forms: one is educational violence, the other is the nothingness of educational power. These two kinds of distorted educational power dispel the existence of legitimate educational power in different ways and make it a force trying to be deconstructed and removed. The distortion of educational power is rooted in the wrong understanding of its essential attributes, and is manifested in various misunderstandings in educational reality. In order to clear up these misunderstandings and eliminate this distortion, we must theoretically return to the source of educational power, that is, to find the legitimate basis of its existence from the perspective of education itself. The educational power originates from the essence of education which promotes the soul and morality of human beings and the educational public life in which the individuals in education must live. The latter two provide the essential characteristics of the educational power together. That is, from the nature of education itself and from the transfer attribute of educational public life. These two seemingly contradictory attributes are the particularity of educational power, which contains the source of the legitimacy of educational power. The fundamental legitimacy of educational power lies in the belief in the ultimate good contained in education itself. Through the guidance and promotion of educational power, the individual achieves the excellence of soul and virtue, and the community obtains the realization of the whole welfare. The realization of individual welfare and public welfare is the legitimacy of educational power in its purpose, and in form, educational power mainly shows its legitimacy through three ways: leading power, normative power and managerial power. The legitimacy of purpose and form is finally realized through the legitimacy of application. As some basic problems related to education, such as the content of education, the educational system, the educational subject, and so on, there has been a reversal of the concept of modernity, which has made the legitimacy of educational power meaningless in terms of purpose, form, and application. The crisis of the legitimacy of educational power came into being. The existence of educational power has its legitimate roots and its irrevocable conditions. Educational freedom is the supporting condition of the existence of educational power, and the interdependence of educational power and educational freedom is stipulated because of the mutual definition of freedom and power, and the educational community is the constitutive condition of the existence of educational power. Because of the homogeneity of power and public life, educational power can not exist from the educational community. The legitimacy of educational power and the conditions of existence together shape the practical form and implementation mode of educational power, and ensure the existence and legitimate realization of legitimate educational power.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G40

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