敎育制度의 正義論的 條件

Abstract

In this essay, some theoretical ideas are reviewed to find a reliable candidate for the explanatory system of educational justice, namely, the classical aristocratic theory of Plato and Aristotle, and theories in the liberalistic tradition-the utilitarianism and the social contract theory. The aristocratic tradition made possible a sound ground for the idea of liberal education, yet confined itself too narrowly to the domain of intellectual activities. This tradition may hardly provide people of less-intellectual or extra-congnitive excellenece with meaningful

opportunities of education." The utilitarians including Bentham and Mill had a tendency to conceive that the primary function of education is to promote the cohesiveness and continuity of the society and to maximize the social utility. But they give no moral answer to the question as to what makes the basis of claim for each individual to be educated in pursuit of his own well-being. But Kant shows us an assured ground for it by saying that each individual is a subject that autonomously takes part in the legislation of the universal kingdom of ends." But that amazing idea may not be persuasively maintained together with his appeal to the intuitional power as well as the metaphysical basis of justice. Rawls challenged to improve the contractual foundation for the society to be just However, his theory has no concern with the matter of educational necessity as welfare for the individual being. The concept of educational opportunity is to stand for the relational status between objective conditions of educational experience and subjective conditions of human dispositions which turn to be the object of educational activities. The theory of educational justice must carry with it an explanatory capacity to account for that relational status inclusively.