高等教育实践中的公平理念研究

发布时间：2018-07-03 17:47

  本文选题：高等教育公平 + 政策、制度与实践　； 参考：《湖南师范大学》2016年博士论文

【摘要】：我国现有教育公平的研究中对高等教育公平的关注不够。已有对高等教育公平的研究也主要是关于公平问题的,对公平理论的研究相对较少。本文以中国高等教育公平政策、制度、实践中的理念为视角研究高等教育公平理论。采用诠释哲学、文本分析、话语分析、个人主义方法论、关系论等研究方法;在研究思路上主要是一种宏观考察,以高等教育系统论和公共性理论为基础,以理论演变、重大政策和制度变革实践为视角,探讨高等教育公平理念的不同内容和类型。在此基础上结合对理论的正当性和中国高等教育公平问题的分析,提出中国应然的高等教育公平理念的理论框架。本文认为,对中国高等教育公平的研究,应从问题研究的范式向理论研究范式转变,从“公平与效率之争”和“精英与大众之争”的话语范式向把公平作为一个开放性话题的研究范式转变。在西方,经历了保守主义和自由主义教育公平理论的发展脉络,高等教育公平理论的发展经历了分配正义的公平理论、平等主义的公平理论和竞争公平的公平理论三大体系。从西方传来的高等教育发展三阶段论也反映了高等教育公平理论的演变逻辑:从高等教育特权化到高等教育平民化的公平理念。新中国高等教育政策文本与变革实践中自觉践行的公平理念包括:一是平等主义的公平理念。主要是对弱势群体高等教育受教育机会的公平保障,如“工农”、“大众”话语范式、“半农半读”和“半工半读”教育形式的举办和对少数民族的倾向性与优惠性高等教育政策;地域平等主义理念;女性高等教育受教育权的实质建构。在平等主义理念变革过程中也出现了以“教育大革命”和“文化大革命”为话语范式的不当做法。改革开放后,与中国政治体制改革相适应,平等主义理念呈现了法制化特点:权利平等和机会平等理念法制化;不同类型高等教育受教育权得到法制保障。地域平等理念发展成为地域公平理念并体现在高等教育宏观管理体制改革中,主要是扩大地方高等教育受教育机会和高等教育为地方服务的职能、扩大地方管理高等教育的职能。二是分配正义的公平理念。包括对弱势群体的补偿性待遇、对弱势群体的特别对待、提升和改善弱势群体竞争条件等为内容的分配正义意义上的公平理念。20世纪90年代末以来扩招为代表的高等教育改革行动,既可以从平等主义的角度理解为一种结果意义上的公平理念,也可以从分配正义的角度理解为一种扩大受教育机会的公平理念。作为中国本土生长的一种高等教育公平理念——优质高等教育资源公平共享主要是一种分配正义的公平理念。三是竞争公平的理念。高等教育竞争公平的理念,主要在20世纪90年代后得到丰富和完善,内容包括:机会的公平,即从权利平等向机会平等和机会公平转变;选择的公平,即开放性高等教育系统的建立、高等教育系统内部的公平选择等为内容的公平理念;保障多样性价值的公平理念,包括包容多元文化的民族高等教育体系的确立、面向农村举办高等教育等;旨在扩大受教育机会的成人高等教育和其它教育形式;面向天赋不足者或技能有所长者举办高等职业技术教育和确立多元化人才培养目标等。高等教育公平理念作为一种理论,应具有正当性和理论善的品格,同时作为一种倾向于行动的理论也应具有时代适切性。在对中国高等教育问题进行综合分析的基础上,就中国应然的高等教育公平理念作为一个理论问题提出了以下三个方面认识:一是同等情形同等对待。具体内容为受教育权平等保障、优惠性对待、特殊群体和特定高等教育类型特殊对待。二是尊重差异与多样性保障。这主要是一种高等教育个体公平的理论,包括选择的公平、促进社会流动和高等教育系统内部流动的公平、符合个体和特殊群体所需的公平。三是竞争的公平。包括从机会平等到机会公平的竞争公平理念的转变,具体体现为同等对待、规则公平和正当竞争;扶持优势群体;奖励优势群体;各得其所的发展机会;组织公平竞争;禁止抢夺的公平竞争基本秩序的维护;倾向于提升弱势群体竞争能力的公平等。
[Abstract]:There is not enough attention to the equity of higher education in the present study of educational equity in our country. The research on equity of higher education is mainly about fairness, and the research on the theory of equity is relatively small. This paper studies the equity theory of higher education in the perspective of the fair policy of higher education in China, the system and the concept of practice. The research methods of philosophy, text analysis, discourse analysis, individualist methodology, relation theory, and so on, are mainly a kind of macroscopic investigation, based on the system theory of higher education and the theory of public nature, and from the perspective of theory evolution, major policy and system reform practice, the different contents and types of the concept of equity in higher education are discussed here. On the basis of the justification of the theory and the analysis of the equity of higher education in China, the theoretical framework for the concept of equity in higher education is put forward in China. This article holds that the study of the fairness of higher education in China should be transformed from the paradigm of the problem study to the theoretical research paradigm, from "the dispute between fairness and efficiency" and "the elite and the public." The discourse paradigm of contention changes to the research paradigm of an open topic. In the west, the development of the theory of educational equity of conservatism and liberalism has gone through the fair theory of distributive justice, the equitable theory of equitarianism and the fair theory of competition fair three. The three stage theory of the development of higher education from the West also reflects the logic of the evolution of the theory of equity in Higher Education: from the privilege of higher education to the fair idea of the populace of higher education. The concept of fair practice in the text of the policy of higher education and the practice of reform in the new China includes: the first is the equitable concept of equality. The fair guarantee of the educational opportunities for the higher education of the disadvantaged groups, such as the "workers and peasants", "the public" discourse paradigm, the "Ban Nong semi reading" and "half work and half reading" education forms and the preferential and preferential education policies for the minority nationalities; the concept of regional equality doctrine; the substantive construction of the right to education for women's higher education. In the process of reform, the "education revolution" and "Cultural Revolution" were also undue practice. After the reform and opening up, the concept of egalitarianism was legalized in accordance with the reform of Chinese political system. The concept of equality of rights and equal opportunities was legalized; the right to education of different types of higher education was obtained. The concept of regional equality has been developed into the concept of regional equity and is embodied in the reform of the macro management system of higher education. It is mainly to expand the educational opportunities of local higher education and the function of higher education as a local service, and to expand the functions of local management of higher education. Two is a fair concept of distribution of justice, including the disadvantaged group. Compensatory treatment, special treatment to disadvantaged groups, promotion and improvement of the competitive conditions of disadvantaged groups, the fair concept of justice in the sense of distribution of the content, the higher education reform, represented by the end of the 90s.20 century, can not only be understood from the angle of equality as a fair idea in the meaning of a kind of result, but also from the point of view. The angle of distributive justice is understood as a fair idea to expand the opportunity for education. As a kind of higher education fair concept grown in China - the fair sharing of high quality higher education resources is mainly a fair idea of distributive justice. Three is the concept of fair competition. The concept of fair competition in Higher Education is mainly in the 90 year of twentieth Century. It has been enriched and perfected after the generation, including the fairness of opportunity, that is, the change from equal rights to equality of opportunity and fair opportunity; the fairness of choice, the establishment of an open higher education system and the fair choice within the higher education system, and the fair idea of protecting the value of diversity, including the inclusive multiculturalism. The establishment of the national higher education system, the higher education in the countryside, the higher education and other forms of education, which are aimed at expanding the opportunities for education; the higher vocational and technical education and the objective of establishing the pluralistic talents for the intalented persons or the elders of the talents. On the basis of a comprehensive analysis of the problems of higher education in China, the following three aspects are put forward on the basis of a comprehensive analysis of the problems of higher education in China, on the basis of a comprehensive analysis of the problems of higher education in China: one is the same treatment as equal treatment. The content of the body is equal protection of the right to education, preferential treatment, special groups and special types of higher education. Two is to respect differences and diversity guarantee. This is mainly a theory of individual fairness in higher education, including the equity of choice, the promotion of social mobility and the fairness of the internal flow of higher education system, which is consistent with the individual and special. The fairness of the group needs. Three is the fairness of competition. It includes the change of the concept of fair competition from equal opportunity to fair opportunity, which is embodied in the same treatment, fair rule and proper competition; supporting the dominant group; rewarding the dominant group; the opportunities for development; the organization of the fair competition; the basic order of the fair competition prohibiting the snatch. Protection; tend to improve the competitiveness of vulnerable groups and so on.
【学位授予单位】：湖南师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G649.2
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本文编号：2094500