教育的分配正义是一个涉及如何在社会群体及个体中间分配有限的教育资源更为公平的问题。一直以来,有关教育的分配正义之理论,主要关注封闭社会中的稀缺教育资源分配问题。在封闭的社会体系中,教育的正义取决于分配的程序公平,并且倾向于将有限的教育资源分配给那些天资优异的年轻人。社会基本结构的封闭性,使得因教育而形成的个体特殊能力能够在社会中得以实现。但是在开放的社会里,关注教育资源分配的正义理论就会面临因个体在国际间的流动而带来的权利享有而职责缺失的困境。因此,需要根据开放社会的正义环境,在传统的教育分配正义理论的基础上,把有关与能力实现有关的职责分配纳入到教育资源分配的题义之中。
Distribution justice in education is an issue of how to allocate limited education resources among social groups and individuals more fairly. So far, theories on education distribution have focused more on the matter of education as scarce resource. In a closed social system, education justice depends on allocation procedure fairness, and tends to allocate education resources to those outstanding young talents. The closedness of basic social structure makes it possible to realize individuals' unique abilities bred by education. However, in an open society, attention to education resources distribution theories will meet with dual predicaments of international individual brain strain as well as education resources waste. In conclusion,based on traditional education distribution theories, it's necessary, in the open society justice environment, to introduce reflections on responsibility assignment of ability realization into distribution justice.
戴维·米勒.(2001).社会正义原则(应奇译).南京:江苏人民出版社.
布莱恩·巴里.(2004).正义诸理论(孙晓春,曹海军译).长春:吉林人民出版社.
布莱恩·巴利.(2007).社会正义论(曹海军译).南京:江苏人民出版社.
罗尔斯.(1988).正义论(何怀宏等译).北京:中国社会科学出版社.
柏拉图.(1985).理想国(郭斌和,张竹明译).北京:商务印书馆.
布鲁贝克.(1998).高等教育哲学(王承绪等译).杭州:浙江教育出版社.
哈耶克.(1997).自由秩序原理[上](邓正来译).北京:三联书店.
罗尔斯.(2000).政治自由主义(万俊人译).南京:译林出版社.
MacIntyre, A.(1988).Whose Justice?Which Rationality?London:Duckworth.