基本理论与基本问题

如何对待教育政策的内在性缺陷

  • 邵泽斌
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  • 南京师范大学教育科学学院, 南京 210097

网络出版日期: 2018-03-22

基金资助

江苏省"六大人才高峰"资助项目(2015-JY-008)。

How to Treat the Inherent Defects in Education Policy

  • SHAO Zebin
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  • School of Education Science, Nanjing Normal University, Nanjing 210097, China

Online published: 2018-03-22

摘要

教育政策内在必然地具有着缺陷与不足,这主要缘于三个方面不可避免的约束性条件:由主体有限理性导致的教育政策解决问题能力的局限性;教育政策回应复杂问题能力的低效性;刚性教育政策应对丰富多样实践问题的脆弱性。面对教育政策的必然性缺陷,实践者有三种消极的应对方式,即积极对抗型、阳奉阴违型和赞美获利性;同时也存在着三种积极的应对方式,即选择性适应、反思性适应和改造性适应。作为教育政策相对非利害关联的研究者,存在着三种类型的教育政策批判方式:建设性批判、结构性批判和根基性批判。接受教育政策的不完美特性,有利于让教育政策在通向完美的路上走得更为清醒、更加顺畅和更为通达。

本文引用格式

邵泽斌 . 如何对待教育政策的内在性缺陷[J]. 华东师范大学学报(教育科学版), 2018 , 36(2) : 101 -109+157 . DOI: 10.16382/j.cnki.1000-5560.2018.02.011

Abstract

There exist inherent defects and deficiencies in education policies, which result from the fol-lowing three constraint conditions:a) the limited ability of education policy to solve problems caused by the subject's limit of rationality; b) the inefficiency of education policy in response to complicated educational problems; c) the fragility of rigid education policy in coping with various problems of educational practice. In dealing with these inevitable defects, practitioners tend to adopt three passive patterns:confrontation, ostensi-ble obedience, and praising profitability. Meanwhile, there are three positive patterns:selective adaption, re-flective adaption, reconstructive adaption. Constructive criticism, constitutive criticism and foundational criti-cism are the three critical ways of education policy for researchers who have non-interest relation to education policy. Recognizing its imperfect feature helps improve education policy in a soberer, easier and more accessi-ble way.

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