The concept of educational equity has a long history, and the pursuit of educational equity is an ancient concept in human society. Historically, Plato, a great thinker in ancient Greece, first put forward the idea of educational equity, and Aristotle first put forward the idea of protecting the educational rights of free citizens through law. Two thousand years ago, Confucius, a great educator in ancient China, also put forward a simple idea of democratic education.
The modern western bourgeoisie is committed to seeking educational equity. By the end of 18, the idea of educational equity has been transformed into legislative measures in some western countries, which legally guarantee everyone to have equal educational opportunities. The imperial examination system established in China since the ancient Sui Dynasty also embodies an idea of educational equity.
In modern western society, there are three different views of educational equity in different periods, namely, conservative view of educational equity, free view of educational equity and radical view of educational equity. From 65438 to 0949, after the founding of New China, the common program defined the national, scientific and popular education policy of the new democracy, which reflected the basic value that the new China attached importance to social equity and educational equity.
Therefore, people can say that educational equity is a historical category, which has different meanings in different countries and different historical periods. It is not only a reflection of social reality, but also a transcendence of social reality. It is the unity of social reality and educational ideal, and has specific historical significance, including its historical rationality and historical limitations.
Efficiency unification
In the process of social modernization, fairness and efficiency are often in conflict. The development of education is also facing a similar dilemma. However, unlike the socio-economic field, this contradiction in the field of education has its particularity. Research shows that in the education stage, the goals of the two are highly coincident.
That is, at different stages of development, the characteristics and emphasis of educational equity are different. In the early stage of development, the most important thing is to popularize education and ensure children's equal right to receive education.
After the initial stage of education popularization, the pursuit is fair treatment and higher education quality in the education process, that is, the pursuit of education quality. Therefore, under the premise of equal educational rights, people must also go through a highly screened and distributed education system, pay attention to the rationality of the economy, and demand that every student be treated equally in the process of resource allocation and teaching so that they can enjoy equal education.