From Exclusion To Recognition

Educational exclusion is a well-spread phenomenon in school education. makes an individual or a group exclude from the educational community’s ordinary life partly or completely through the way of unreasonable institutional arrangement cultural conflict, and sentimental refusal and so on.Consequently, the individual o the group, who was deprived of the qualification as full member in the community could not take the effective educational involvement. Educational exclusion is not morally neutral action, but with the involvement of sentiment and value,it has th ethical attribute. Educational exclusion, through despised or disparaged evaluation may harm the one who is excluded morally and spiritually, and influence one’s lif experiences and feelings. It is through some immoral actions that educational exclusion make ethical life in education far away from the morality. On one side, the body-alienated, right-deprived and value-disparaged destroy the integrality of self; on the other side, the unfair distribution, dishonored contempt, and distorted relationship make the individual endure kinds of unjust moral experiences. No self integrality means no self’s full life, and no justice environment refers to the lacking of morality in the educational ethical life. As a result, the ethical life in education may develop immorally and undignified.The formation of educational exclusion is rooted from the hierarchy inside th education and the current society conditions. In the education, there is the ability hierarchy figured by the scores and the performance, the identity hierarchy figured by the individual’s characteristics or the social identity, and the right hierarchy figured by the power. Those hierarchies set up the border between different groups and enforce exclusive functions. In the current society, the utility demand permeates the education pervasively and shrouds the moral ideal increasingly. The moral differentiation makes individual acquire its’ownership and, at the same time, enclose its’conscience in the heart, but the latter one shows the extremely moral indifferent. In this situation, the force of morality could not eliminate the behavior of selfish; even makes it obtain the ethical legitimacy. The legitimacy of the selfish makes educational life lack of supervisory control from public morality when facing with the expanding of individual’s selfish. Thereby, personal interests and values become the judge to the ethical life, which has the characteristic of exclusion in this process.The revival of recognizing theory brings hope to eliminate the educational exclusion. Exclusion, in essence, is no recognition, and recognition means no exclusion. The form of recognition is the love, the given right and the appreciated achievement; and the target is the obtainment of the whole self, the achievement of recognizing justice and the reconstruction of ethical life in education. Recognition could make the one be confident, self-respect and pride through the way of the love, the given right and the appreciated achievement; it could make educational ethical life obtain fair environment through recognition; it could also provide educational ethical life with normative targets. The recognition in education can eliminate the moral consequences which come from educational exclusion. However, it cannot destroy the root which produces the exclusion. In order to eliminate the educational exclusion and achieve the recognition, we may have two aspects to do. On the one hand, we should de-hierarchy inside the education. On the other hand, we should turn to the society to cut down the educational exclusion on the root, which means that the achievement of recognition in education partly depends on the struggle in the society.Though recognition has its’limits, but its’ rationality still could not be overthrown or wrecked. On the contrary, if the recognizing theory could widely come true in educational community and the society, all students can live with dignity in educational ethical life.