To Survey Schooling By The Way Of Justice

Starting from the examination of historical development in educational justice both in China and foreign countries, this essay summarized the characteristics of educational justice as historic, periodical, relative, dynamic and eternal. Meanwhile, there is a lack in study of educational justice in China, especially with a microcosmic perspective, so it is of necessity to do some research of it.In the second part, the author differentiated and analyzed equality, fairness, justice, and explained the reason of using the word "justice", then give a definition of "justice" from educational right, educational opportunity and educational resource, so as to lay a foundation to the following research.The third part focused on microcosmic areas in education, covering four aspects as curriculum, class teaching, class management, student evaluation, and presented inequity in education, as well as put forward some solutions. There is further more detailed classification in the four aspects, such as inequity in curriculum culture brought by "city-orientation", curriculum arrangement, curriculum language, teamwork, teacher's psychological effect, "life tenure" of class cadres, award, class meeting as well as singleness in evaluation objective, content, method and subject.During the forth part, the author gave an analysis towards phenomena of inequity in education presented in the third parts, which can be concluded as three factors: (1) misunderstand in the principle of "to give priority to efficiency with due consideration to fairness"; (2) lack of educational and psychological qualities among some teachers; (3) lack of professional ethics among some teachers.As for the last part, the author tried to suggest some solutions to solve educational inequity, namely: (1) to build up equitable educational ideas, of which to transform the methodology is of first importance; (2) to set up principles of educational justice, including equality of educational right and educational opportunity, equity of educational resource distribution and compensation of the disadvantaged; (3) to improve teachers' educational and psychological qualities and to enhance their professional ethics.