| Deliberation is one of the democratic capacities of the pluralist era.Public deliberation is a kind of rational dialogue activity,which has the characteristics of openness and equality.Public deliberation can generate public system and cultivate students’ public character.It is the necessary way to construct class public life.However,in class public life,deliberation is difficult to happen,or often gets into trouble.This reduces the educational function of class public life.Therefore,this study focuses on the deliberation phenomenon in class public life,aims to understand the current situation of class deliberation and the public issues in class deliberation,reveal the main factors that influence the deliberation to reach the public,and explore the public deliberation mechanism in class,so as to construct class public life.This study takes the deliberation activities of a class in G Primary School as an example,and then collects and sorts out research data through interviewing,observation,conversation analysis and other methods,and presents the situation of public deliberation within the class.Deliberation takes place in a constrained world of life.Among them,the social conditions,educational traditions and social relations of the school are the background factors of restriction.Constraints are mainly manifested in the absence of democracy,equality and rationality in class culture.This is the context in which the deliberation takes place.According to the nature of the deliberation problem,the deliberation in class is divided into practical deliberation,ethical deliberation and moral deliberation.Effective discourse types include authoritative discourse,power discourse,rational discourse and emotional discourse,and different deliberation activities have different discourse types.Through the analysis of the discourse characteristics of each type of deliberation,it is found that practical deliberation,value deliberation and ethical deliberation have different functions of constructing class public life respectively.However,the implementation of this function is not sufficient.First of all,the split,competition and entertainment orientation of participation in inter-group deliberation hinder the constructive realization of public interest.The limitation of the deliberation subject,especially the teacher’s rationality,leads to the degradation of the realization of public interest.Secondly,the differentiation pattern of "dominant,free-rider and silent" among class members shows the inequality of communication in deliberation.Therefore,the asymmetry of power in the class,the inequality of communication and the lack of the public ability of the subject are the structural factors that lead to the de-publicity of deliberation.This has caused the public dilemma of deliberation procedure,deliberation environment and deliberation subject.Therefore,it is necessary to rectify the influence of the above factors on deliberation from three levels: organization support,system regulation and value advocacy.As for organizational support,it is necessary to rely on democratic approaches such as role universalization,group collaboration and equality between teachers and students to construct consultative organizations.From the perspective of institutional provisions,it is necessary to accommodate all members,overcome the situation of split dialogue,cold dialogue and pseudo-dialogue,and reach consensus among those who respect differences and tolerate others,and finally realize unity among differences,and build a dialogue mechanism based on education.At the level of value advocacy,public rationality is taken as the thinking basis,public responsibility consciousness is taken as the premise,and deliberation action is constituted through public discourse.Finally,a publicity-oriented deliberation culture will be generated,and public people with public ability and advocating publicity will be cultivated beyond the benefit orientation of deliberation. |
