功利教育及其敌人———从杜威、努斯鲍姆到古特曼

Utilitarian Education and Its Enemy:Dewey,Nussbaum and Gutmann on Democratic Education

教育中存在的“国家主义问题”是不同国家遭遇功利教育的共同根源，要克服功利教育就需要一种明确支持合理分配教育权威以及确定国家干预教育的合理限度的民主教育理论。杜威的民主教育理论批判性地分析了教育中的“国家主义问题”，但他并未为教育权威的分配提供具体见解；努斯鲍姆声称解决这一困境的出路是，功利教育必须向民主教育转型，但遗憾的是，她并未在学理上分析这一转型的涵义、机制以及可能性；古特曼的审议民主教育理论使得教育权威在国家、地方政府、学校和家庭等主体之间的合理分配成为可能，并且支持就教育公共事务相关的道德分歧以公民审议的方式达成各方都可接受的公平条款和原则，从而避免教育中过度的国家主义问题。但是，他（她）们的理论都没有彻底解决“国家主义教育之合理事实”与“作为目的的教育之光辉理想”之间的矛盾，而只能在两者之间取得某种平衡。

It is the Nationalism in education that leads to utilitarian Education encountered by many countries.To address utilitarian Education,a kind of democratic education theory which can definitely support the distribution of educational authority and define the reasonable level of state’s interference is needed.Dewey’s theory of democratic education critically analyzed the Nationalism in education,but he did not demonstrate how the educational authority should be distributed.Nussbaum claimed the solution of this crisis was to transform utilitarian Education into democratic Education,but she never gave any theoretical analysis on the meaning,mechanism and possibilities of this transformation.Gutmann’s theory of deliberative democratic education provides the possibility of distributing the educational authority among the State,local government,schools and families,and supports the achievements of fair principles accepted by all parties on the moral disagreements of educational public affairs through civic deliberation,which can avoids the excessive nationalism in education.Their theories cannot thoroughly resolve the conflict between the reasonable fact of nationalistic education and the brilliant idea of education as aims but only obtain equilibrium between the two.