个体权利视域中的教育现代性的正当性

发布时间：2018-05-13 00:11

本文选题：个体权利 + 教育现代性　；参考：《东北师范大学》2011年博士论文

【摘要】：教育现代性既是当下研究的热点,也呈现出较大的认识分歧。为了澄清教育观念,防止观念混乱给教育实践造成困扰,有必要对问题进行深入研究。论文从社会发展实际出发,从个体生存境况变迁的视角,在个体权利视域中考察现代教育,意在追问个体权利本性的教育现代性是否具有正当性,存在的主要问题是什么,可能采取什么办法解决问题。论文采用社会学与政治哲学相融合的社会政治哲学研究方法,通过理论与实践的不断转换,综合运用文献法、历史法与比较法对论题进行了研究。在具体行文过程中,也尝试运用了个案法、观念史叙事法及生活体验的研究方法。论文的主要观点:在个体权利视域中教育现代性具有正当性,但权利个体并未全部成为现实个体,可以在私人领域与公共领域进一步落实个体权利,为个体建立一种可能的存在方式。论文提出个体权利是反思教育现代性的原点,以个体权利为本是教育现代性的根本特性。可以从“发生的进路”与“目的的进路”两条道路论证个体权利视域中的教育现代性是否具有正当性。从“发生的进路”来看,现代教育以权利平等取代特权,打破了等级化的教育生存模式,更能够得到认同;从“目的的进路”来看,现代教育的自由还不够充分,个体生存方式大众化甚至孤独化,说明教育现代性的正当性水平有待提高。论文认为权利个体未能全部成为现实个体的原因主要在于权力的滥用与边界意识的缺乏,具体原因有多种:“统一”思想观念的束缚;现代教育秩序的强制;公共权力制约机制的缺乏;教育边界的固化。解决问题应具备的前提条件是:道德人——超越权利为本的人性论假设;边界意识——教育理论新思维;尊严至上——由权力转向权利的法治保障;“整合”的权利文化——现代教育制度建构的必要条件。论文提出可以在私人领域与公共领域两个层面落实个体权利。私人领域解决个体权利问题应遵循私人领域的游戏规则,教育权力只能有限介入;公共领域解决个体权利问题应遵循公共领域的游戏规则,要站在他者的立场,拥有公共的情怀,更要借助于公正的教育制度。
[Abstract]:Educational modernity is not only the hot spot of current research, but also presents a great difference of understanding. In order to clarify the concept of education and prevent confusion in educational practice, it is necessary to study the problem deeply. Starting from the reality of social development and from the perspective of the vicissitudes of individual living conditions, this paper examines modern education from the perspective of individual rights, in order to inquire whether the educational modernity of individual rights has legitimacy and what the main problems are. What solution might be taken to the problem. The thesis adopts the research method of sociological and political philosophy, through the continuous transformation of theory and practice, the comprehensive use of literature law, historical law and comparative law to study the topic. In the process of writing, we also try to use the case method, concept history narrative method and life experience research methods. The main points of the paper are: the educational modernity is legitimate in the perspective of individual rights, but the individual rights are not all real individuals, so they can further implement individual rights in the private and public fields. Establish a possible way of being for the individual. The author points out that individual right is the origin of reflection on educational modernity, and individual right is the fundamental characteristic of educational modernity. It is possible to prove whether the educational modernity in the field of individual rights is justified from the two ways of "the path of occurrence" and "the path of purpose". From the point of view of "the path of occurrence", modern education replaces privileges with equal rights, breaks the hierarchical educational survival mode and is more acceptable. From the point of view of "the path of purpose", the freedom of modern education is not enough. The popularization and even loneliness of individual living style indicate that the legitimacy level of educational modernity needs to be improved. The author thinks that the reason why the individual of right can not become a real individual mainly lies in the abuse of power and the lack of consciousness of the boundary. The specific reasons are as follows: the bondage of the idea of "unification", the compulsion of the modern educational order, and the lack of the consciousness of the boundary. The lack of public power restriction mechanism and the solidification of educational boundary. The preconditions for solving the problem are: moral person-surpassing the human nature hypothesis based on right; Boundary consciousness-New thought of education theory; Dignity supreme-the rule of law guarantee from power to right; The right Culture of Integration: a necessary condition for the Construction of Modern Educational system. This paper proposes that individual rights can be implemented in both private and public spheres. The private sphere should follow the rules of the game in the private sphere, and the educational power can only intervene in the private sphere, while the public sphere should follow the rules of the game in the public domain and stand at the standpoint of others. With public feelings, we must resort to a just educational system.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G40

【参考文献】