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THE MERITOCRATIC CONCEPTION OF EDUCATIONAL EQUALITY: IDEAL THEORY RUN AMUCK

机译：教育平等的多元概念：理想理论

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摘要

The dominant conception of educational equality in the United States is meritocratic: an individual's chances of educational achievements should track only (natural) talent and effort, not social class or other morally irrelevant factors. The meritocratic conception must presuppose that natural talent and effort can be isolated from social class - and environmental factors in general - if it is to provide guidance in the world of educational policy and practice. In this article Kenneth R. Howe challenges that presupposition and related elements of the meritocratic conception having to do with the role of competition and education as a positional good. Howe argues that, in use, the meritocratic conception unavoidably distributes education based on developed talent and motivation that cannot be isolated from the effects of social class, thus masking the real basis of the distribution and contributing to the perpetuation of illicit group privilege. Howe then entertains and rejects several rejoinders to his critique, including that the meritocratic conception might eliminate the presupposition of isolatable natural talent. Finally, Howe sketches an alternative conception of educational equality based on Elizabeth Anderson's adaptation of Rawls's "democratic equality."
机译：在美国，教育平等的主要概念是有功的：个人的教育成就机会应该只跟踪（自然的）才能和努力，而不跟踪社会阶级或其他与道德无关的因素。如果要在教育政策和实践的世界中提供指导，则精英管理的概念必须以自然的才能和努力与社会阶层以及一般的环境因素相隔离为前提。在本文中，肯尼思·R·豪（Kenneth R. Howe）质疑了精英管理观念的前提和相关要素，这与竞争和教育作为一种位置优势的作用有关。豪认为，在使用中，精英主义观念不可避免地会基于发达的才能和动力来分配教育，而这种才能和动力无法与社会阶级的影响相隔离，从而掩盖了分配的真正基础，并助长了非法群体特权的延续。豪随后接受并拒绝了他的批评的几个反对者，包括人称的概念可能消除了可分离的自然才能的前提。最后，豪根据伊丽莎白·安德森（Elizabeth Anderson）对罗尔斯的“民主平等”的改编，勾画了教育平等的替代概念。

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  • 来源
    《Educational Theory》 |2015年第2期|183-201|共19页
  • 作者

    Kenneth R. Howe;

  • 作者单位

    Department of Educational Foundations, Practice, and Policy University of Colorado Boulder;

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