教育优惠研究

发布时间：2018-04-27 11:43

本文选题：教育优惠 + 教育平等　；参考：《西南大学》2009年博士论文

【摘要】：我们正处在一个权利平等的社会,公平的诉求在社会的每一个领域都得到了越来越多的体现。在这种背景之下,权利的平等性就成为判断一种具体制度是否合理的基本标准。教育优惠作为一种倾斜式的权利保护方式,它给予部分主体享有更多教育资源的权利,这是与以往绝对平均主义的资源分配方式相矛盾的。所以我们必须对这种差别式的待遇方式进行全方位的审视——为什么要实行教育优惠?教育优惠的合理性何在?教育优惠具有什么样的功能?教育优惠对人的发展具有何种意义?谁能够享有教育优惠?教育优惠应当持有哪些价值?怎样才能保证教育优惠的合理性?本论文是在对以上问题思考的基础上展开的。因为教育优惠问题本身的复杂性以及多样性,本文运用教育学、法理学、社会学、哲学、伦理学、人类学等多学科的知识对教育优惠展开论述。首先通过历史文献法,对教育优惠的起源及发展的脉络进行了梳理,总结出教育优惠发展的三个阶段。并对当前教育优惠的内容进行了归纳,利用教育建模的方法将教育优惠归纳为四种主要的模式。其次,通过多学科的视角,从权利平等、社会分层、社会流动、补偿正义、多元文化等多个角度对教育优惠进行了充分的理论分析,以期了解教育优惠的运行机制和社会意义,并提出教育优惠应当坚持的两个基本价值取向——教育平等以及全体人的全面发展。在此基础上,本文尝试构建起以必要原则、适应原则、比例原则为内容的比例待遇理论体系,从而为教育优惠提供了一个理论分析的模板和框架。再次,本文以制度分析方法为主,结合政策分析方法、案例分析方法,从宏观和微观两个维度对各种模式教育优惠的合理性进行了分析,以期把握当前教育优惠制度的基本特征及其制度构建上的得失。最后,在经过对理论和实践进行了充分论证的基础之上,文章提出了完善我国教育优惠制度的具体对策,从立法框架、立法原则及立法内容等三个方面提出了具体的建议。本文认为,教育优惠是建立在人的差别性基础之上的,对所有的人都提供同样的教育反而有违教育平等的理念,教育的平等不能仅仅停留在形式平等的状态,还要创造一个更加趋近于实质平等的教育环境,让每一个人都能获得适合自己的学习环境和发展路径,以期达到每一个人最大程度的自我实现。这就需要教育优惠根据每个人的具体情况以及社会整体需求来提供这种差别式的待遇。所以,教育优惠的存在并不是对教育平等的破坏,而是让每一个人都能够获得真正的自我实现机会,这正是对教育平等的维护。但因为教育优惠是一种倾斜式的差别待遇,一旦在目的、方式、幅度等方面运用不当,则会对受益人以外其他受教育者的利益构成损害,甚至形成“逆向歧视”。基于以上原因,本文提出具体的教育优惠制度应当从必要原则、适应原则、比例原则三个维度分析它的合理性,以保证其能发挥正确的运行机制,从而实现教育的公平、促进人的发展。在立法实践当中,目前教育优惠并不具备独立立法的条件,所以应当在具体的教育立法当中设置专门的条款对教育优惠问题加以规制。本文尝试理清教育优惠的价值取向和理论框架,梳理教育优惠的发展脉络,寻找我国现行教育优惠制度的问题,明确教育优惠改革的基本方向,并希望通过这些初步的研究为我国教育优惠制度的完善提供基本的思路。因为论文特点、研究条件及自身水平的限制,本文更多的是从宏观的角度对教育优惠问题进行分析,一些具体的教育优惠制度设计问题,尚需今后进一步完善。
[Abstract]:We are in a society with equal rights, and the appeal of fairness is more and more embodied in every field of society. Under this background, the equality of rights is the basic criterion to judge whether a specific system is reasonable. The right to have more educational resources is in contradiction with the former absolute equalitarianism in the way of resource allocation. So we must take a full look at this kind of differential treatment - why do we have preferential education? What is the reasonableness of the preferential education? What is the function of the preferential education? Preferential education to the people What is the meaning of development? Who can enjoy the preferential education? What value should a preferential education be held? How can we guarantee the rationality of the preferential education? This paper is based on the thinking of the above questions.
Because of the complexity and diversity of the problem of preferential education, this article uses the knowledge of pedagogy, jurisprudence, sociology, philosophy, ethics and anthropology to discuss the preferential education. First, through the historical literature, the origin and development of the preferential education are combed, and the three preferential development of education is summed up. At the same time, the article sums up the content of current educational preferences, and uses the method of educational modeling to sum up the education preferences into four main modes. Secondly, through the multidisciplinary perspective, we have made a full theoretical analysis of the educational preferences from multiple angles, such as equality of rights, social stratification, social mobility, compensation justice and multiculturalism. To solve the operating mechanism and social significance of preferential education, and to put forward two basic value orientations that educational preferences should adhere to -- education equality and the overall development of all people. On this basis, this paper tries to build a theoretical system of proportional treatment with the necessary principles, adaptation principles and proportion principle as content, so as to provide preferential education for education. A theoretical analysis template and framework. Thirdly, this paper, based on the system analysis method, combined with the policy analysis method and the case analysis method, analyzes the rationality of various modes of education preferences from two dimensions of macro and micro, in order to grasp the basic characteristics of the current educational preferential system and the gains and losses in the system construction. Finally, On the basis of full demonstration of theory and practice, the article puts forward specific countermeasures to improve our country's educational preferential system, and puts forward specific suggestions from three aspects, such as legislative framework, legislative principles and legislative content.
This article holds that the preferential education is based on the difference between people. The idea of providing the same education for all people is contrary to the equality of education. The equality of education can not only stay in the form of equality, but also create an educational environment which is closer to the essence of equality, so that everyone can get suitable for themselves. The learning environment and development path are expected to achieve the maximum self realization of each individual. This requires educational preferences to provide this kind of treatment based on the specific circumstances of each person and the overall needs of the society. Therefore, the existence of educational preferences is not a damage to educational equality, but to let everyone be able to get real. The opportunity for self realization is the maintenance of equality in education. But because the educational preference is a kind of sloping differential treatment, it will damage the interests of the beneficiary other than the beneficiary, even form a "reverse discrimination". This article is based on the above reasons. The educational preferential system should analyze its rationality from the three dimensions of the necessary principles, the adaptation principles and the principle of proportion, so as to ensure that they can play the correct operating mechanism so as to realize the fairness of education and promote the development of people. In the legislative practice, the present preferential education does not have the conditions for independent legislation, so it should be in specific educational legislation. Special provisions are set up to regulate education preferences.
This paper tries to clarify the value orientation and theoretical framework of preferential education, combs the development of education preferential development, seeks the problems of the current preferential system of education in our country, clears the basic direction of the preferential reform of education, and hopes to provide basic ideas for the improvement of our country's Educational Preferential System through these preliminary studies. According to the limitations of the conditions and their own level, this paper analyzes the preferential problems of education from a macro point of view, and some specific problems in the design of educational preferential system need to be further improved in the future.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G40-05

【引证文献】