摘要
教育的本意是引出人性中优异的东西,整个西方教育的历史进程经历了从面向特权阶层的卓越品质(areté)培养,到包含智慧等四种美德的德性(virtus)教化,其中主导的方法就是强调通过知识解放心灵的“人文主义”。而现代性及制度化教育带来的大众教育,提出了教育的平等权利和优绩要求。优绩是不同个体自由且自主的个性化发展的结果。比之裙带关系和平等主义,优绩主义虽不完善却是各种制度选择中缺陷最少的,也是释放每个个体潜力的最佳工具。优绩主义的社会制度是一个崇高理想,但如何评判优绩、如何筛选能人仍然是核心问题,这将是一个艰巨的社会工程。
The original intention of education is to lead out the excellent things in human nature.The whole history of western education has experienced from the cultivation of arete for the privileged class to the paideia of virtus,which includes four virtues.The dominant method is humanism,which emphasizes the liberation of the mind through knowledge.The mass education brought about by modernity and institutionalized education requires equal rights and merit in education.Merit is the result of free and independent individual development.Compared with nepotism and egalitarianism,meritocracy though imperfect,is the least flawed of all institutional options and the best tool to release the potential of each individual.The meritocratic social system is a lofty ideal,but how to judge merit,and how to screen talented people,is still the core problem,which will be a difficult social project.
作者
吴刚
韩芳
WU Gang;HAN Fang
出处
《北京大学教育评论》
CSSCI
北大核心
2022年第4期116-139,188,共25页
Peking University Education Review
基金
国家社科基金一般课题“关键能力发展的社会逻辑与教育机制研究”(BAA180021)。
作者简介
吴刚,男,华东师范大学教育高等研究院副院长、教授,博士;韩芳,女,华东师范大学2018级教育博士研究生。
