分配，还是承认—一种复合的教育正义观

Distribution or Recognition: A Compound Conception of Educational Justice

随着西方政治哲学的复兴和繁荣,分配正义几乎成为唯一被信任和推崇的正义方案。在这种背景下,教育正义也一直被分配的范式所垄断,分配范式的教育正义旨在解决教育资源的不平等占有。但在很多情况下,并非是消除不平等,而是避免源于承认期待伤害的羞辱和蔑视代表着教育正义的规范目标;不是分配平等或物品平等,而是对尊严的平等承认构成了教育正义的核心范畴。显然,由羞辱和蔑视所引发的教育不正义是分配正义所不能解决的,而必须通过承认的正义予以矫正。因此,分配的方案并不能单独完成教育的正义规范功能,教育正义的完备方案必须由分配范式和承认范式共同型构,以形成出一种复合的教育正义观。

Distributive justice has almost become the only scheme that is trusted and advocated along with the revival and bloom of the western political philosophy. In such a context, educational justice is dominated by distributive paradigm, which aims to resolve the problem of inequal distribution of educational resources. However, in many cases, the goal of educational justice is not to eliminate the inequality but to avoid humiliation and despise caused by the refusal to the desire of recognition; and the core element of educational justice is not to distribute things equally but to recognize dignity equally. Obviously, educational injustice caused by humiliation and despise cannot be addressed by distributive justice; it must be corrected by recognition justice. Therefore, distributive justice itself cannot fulfill education’s justice function. The perfect scheme of educational justice should include both distributive justice and recognition justice to create a compound conception of educational justice.