Justice In Teachers’ Teaching Of Compulsory Education

The justice in teachers’ teaching is the inherent demand of high quality development of compulsory education.However,the endlessly emergence of various kinds of injustice teaching problems in practice.From the existing research results,more attention is paid to the macro-level education system justice research,and relatively ignore the problem of teachers’ just behaviors in the micro-teaching activities.Moreover,the principles of justice in the existing research is mostly the direct deduction and application of the principles of justice in politics,relatively lacking discussion on the internal relationship between justice and teaching,and the reflection on the boundary and applicability of justice theory in constructing teaching justice.From the perspective of teaching activities,this study focuses on the issue of justice in teachers’ teaching activities,discussing the applicable boundary of justice theory in the field of education from the standpoint of pedagogy,and tries to provide theoretical principles and practical suggestions for teachers’ teaching toward justice.In order to answer the question “ how can teachers in compulsory education achieve justice in the process of allocating public teaching resources and communicating with students”,this study uses the method of argument,interview and observation.On the one hand,based on the value orientation of teaching justice,the excellence and development of children humanity,this study chooses the theories of distribution justice,moral desert and recognizing as theoretical basises,and analyzes and reflects the limitations of these theories in order to construct the principles of teaching justice with pedagogy characteristic by cross correction of various research paradigms of teaching justice.On the other hand,this study uses interview method and observation method to explore the actual state of the justice in teachers’ teaching,so as to provide a practical basis for the construction of the principles system of teaching justice.The paradigm of distribution justice focuses on the equal distribution of teaching primary goods,such as learning freedom and learning opportunity,providing external equal conditions for students’ development.However,the teacher authority,the utilitarian orientation,and time limit affect teachers’ teaching,and lead to the phenomenon of unfair distribution,suppressing the freedom of students’ thinking and expressing,discouraging some students from getting equal opportunity to participate in the classroom,making disadvantaged students cannot receive timely compensation and high-ability students also facing the risk of reverse discrimination.At the same time,if teachers only pay attention to the fair distribution of primary goods in teaching,it will also lead to the neglect of the difference of personality endowment and individual dignity.The paradigm of moral desert emphasizes that teachers should provide appropriate teaching goods according to different qualities and abilities of each child so as to enhance students’ consciousness and ability as the subject of responsibility.However,in practical teaching,teachers often replace the basis of quality deserved from students’ voluntary moral behavior with the teachers’ requiring discipline standard,making honor become a dominating good,which damps students’ moral enthusiasm and brings unfair distribution.In the process of ensuring that each student gets what he deserves according to his ability,teachers often take scores as the only standard to measure students’ ability,alienating efforts as a means to encourage students to participate in learning competition,and the practice of stratified teaching also blocks students’ potential and the possibility of self-realization.At the same time,if the moral desert is regarded as the criterion,teaching will also lead to the students’ grading and ability evaluation results to be hierarchical due to the lack of equal perspective,and the contingency of the basis of desert weakens the legitimacy of the differential distribution of teaching goods.The recognizing paradigm holds that recognition forms,love,equal given and achievement appreciated,should be established between teachers and students to provide inter-subject relationship guarantee for students’ development.However,in the practice of communication between teachers and students,schools and teachers regard students as objects,and mistakenly regard students as tools to meet their own emotional needs,examination machines,knowledge containers and “immature person” without responsibility.They also classify students’ identities according to their grades and ignore their diverse talents,and give students achievement appreciated in terms of standards irrelevant to the quality and ability of children,which hinders the formation of students’ self-confidence,self-esteem,self-respect.Although building recognizing relationship is a good way to dissolve humiliation and exclusion caused by unequal status between teachers and students,and derived the inequitable distribution of effective way,but it cannot eliminate the unfair allocation caused by education evaluation system and the construction of teaching recognition relationship also depends on the norms of fair distribution procedure.Back to the question of how teachers to achieve justice in teaching,based on the above discussion and findings,this study puts forward the “Monism three-dimensional” teaching justice principles through a new theoretical construction.Among them,“Monism”is the ultimate good of teachers’ teaching justice,which specifically points to the perfection and development of children’s human nature,and concentrates on the individualized development of children.“Three dimensions ” refers to the principle of no humiliation,principle of equality and principle of difference.At the same time,there is a priority sequence among the three dimensions of teaching justice principles.The principle of non-humiliation is the bottom-line principle,the principle of equality is prior to the principle of difference,and the three principles of teaching justice are jointly committed to realizing and protecting the equal moral status of each child.At the practical level,this study puts forward four suggestions for teachers.Firstly,teachers should shape the concept of justice and the virtue of justice in teaching by reflective equilibrium;Secondly,teachers should exert their professional autonomy to reduce practical difficulties caused by external interference or even corrosion.Thirdly,teachers should enhance the effectiveness of teaching design to create more learning freedom and learning opportunities;Fourthly,teachers should strengthen their differentiated teaching ability and make each child gain value-added development in the process of cooperative learning.