On Educational Process Fairness

Educational fairness has both macro and micro levels. Macro level educational fairness that concerns the distribution of resources is the fairness that takes into account the education system as a whole. It is a sociologically problem concerning both material and the interests of the groups. Micro level educational fairness is the fairness within the education system; In my dissertation, I call it "fairness in educational process". It means to improve students in order to meet their needs in physical and mental development. Micro level educational fairness is an educationally problem concerning individual equity and each student's development. Macro level educational fairness removes the obstacles of fairness in educational process and affects the implementation of the internal equity within the education system. However; the macro educational fairness is "material" sense of fairness which lacks understanding and reflection of human equity. Only when the macro educational fairness has translated into micro level to achieve fairness in the process of education, a variety of external factors of educational fairness may play role in education system, otherwise, educational equity is a hollow promise. The ultimate goal of education fairness is "human development." Therefore, essence of educational fairness is individual equity. Only by achieving the educational process fairness, the essential connotation of human development can be embodied.Popularization of compulsory education as well as connotation of development trends and teacher's unfair behavior calls for the fairness of educational process. Unfortunately, study on educational fairness is on the macro level at home and abroad, neglecting the fairness in educational process.The unfairness in educational process is due to pursuing education admission rate dominantly or recessively. Teachers can benefit a lot from the pursuit of further education Admission rate. How do teachers deal with their own interests and the interests of students? How do teacher treat student's difference? Those problems have ethics attribute. From the ethics perspective, fair treatments are one kind of obvious duty. Teachers should give each student fair treatment. On the other hand, fairness is a common ethical principle, which gives the membership of the Community the right of justice. Teachers must respect the human rights of students and treat every student fairly. When the fair value orientation is established in the process of education, teachers perhaps ask the following question: "Why should we comply with the requirements of fair and ethical in the process of instruction?" If the answer is "To be treated fairly is the basic human rights. To treat others equally is obvious duty", it is an ethical arguing. On this way, we are looking for the ethical cause of behaviors. But should is not the same as ethical should. Therefore, the answer to why the teachers to comply with the requirements of fair and ethical must stand on the grounds outside the ethical position. The essence of the problem apparently is why acting in accordance with the moral. My answer is a happy life is the "in" the sole purpose of existence. This is exactly the meaning of life. Fairness is the base of happy life. The teacher's life will be meaningless without complying with ethics, neglecting the interests of students. Therefore, no matter on the position on ethics, or outside ethics, teachers should be fair to treat each student.The reason that leads to teachers' unfair behaviors is pursuing the admissions rate. Cause is different from reason. Reason is an explanation of the cause of some phenomenon. Cause is a series of actions advancing a principle or tending toward a particular end. Through the investigation we found that teachers think the more admissions to college the students get, the more efficiency they are. They also think that efficiency and fairness is a dilemma. It is clear that only refuting the dilemma we can establish a new value orientation. The teachers who pursue the admissions rate neglect the suitable instructional methods and reasonable goals. The admissions rate is only one small part in education system. Educating efficiency includes more than the admissions rate. When teachers see this, they will agree fairness and efficiency of education is a instrumental dilemma in education, and in educational ontology, they are accordance. Therefore, teachers' unfairness treatments are reasonableness. Until now, I have cleaned all the obstacles in implementation fairness in the educational process.Fairness in education is embodied in the education process. Fairness is to give people what he deserves; it is one kind of reasonable equality. There are two kinds of fairness; the first is the right of equality that means each individual in community is equal; the second is the right of difference, which means the difference individual should be treated differently so he can develop according his own conditions. The fairness in education process is to implement fair principles in educational process, referring the students should be given fair treatment. The criteria of "what each student deserves" should be accordance with his rational development. Fair treatment includes equal treatment and differentiated treatment. Equality refers to equal treatment got by each student, which means students can experience fairness. The differentiated treatment means the difference individual should be treated differently. Equality treatment and the differentiated treatment interact with each other. Equality treatment is the foundation of the difference treatment. Without equality, student can not develop himself by his own way. Without student's the best development, the differences in treatment will lose its ultimate goal. Both equality treatment and the differentiated treatment provide students best developmental conditions. The fairness in education process embodies humanity, which contains human cares for students.Education itself has its principles, which is the basis of equality in education. So the equality in education subordinates the educational principles. Educational goal is the most important in education process; equality stands lower than educational goal. Equality in education is restricted by the laws in education.It is the utilitarian tendency in education that constraints the implementation of educational fairness. The utilitarian education may be released when education moves to the ethical the criterion, in which the ultimate purpose of education is happiness and love. The implementation of fairness in educational process depends on reforms of thoughts. The reforms of thoughts contain the following aspects: correcting some disorder relationship in educational system, changing the attitudes to students, changing instructional methods, to meet the students' needs, etc.In order to implement educational equality, the following things must be done: First, to reform the teaching organization form to make it more flexibility. Second, to implement fair treatment. The essence in fair treatment is to let students experience dignity and equality and develop active experience in self-esteem, which is the goal and means to implement fairness in education. Third, to meet individual difference. In order to meet individual difference, teacher should distribute students in different groups in different task. Fourth, to help students in difficulty. At last, to inspire teachers pay more time and energy to improve students. While teachers pay more time and energy in instruction, some teachers' tasks may be reduced, for example, non-homework marking, which not only release teacher from heavy work, but also in line with the concept of fair process of education.