Exploration On Teacher's Responses To Justice From The Perspective Of Social Preference

Education fairness is a hot topic,but education for justice is neglected.Whether teachers,as the guides of education,will respond fairly to the social preference is a question to be explored.The paper makes reference to Rawls' s justice theory,discussing the connotation of fairness and social preference,revealing the fairness of the latter,and taking the theory as the guiding principles firstly,which provides general standards for the selection of materials and assessment of teachers' responses.After that,expert's cognitive schema of social preference will be collected by Delphi method.The questionnaire is designed according to this schema and three dimensions of social preference.Finally,based on the investigation and analysis of teachers' responses,this thesis is going to providing some meaningful idea for promoting teachers' responses to the fairness of socialpreference.This article holds the view that justice as fairness,insisting on unfair distribution should conform to the interests of the least beneficiaries when everyone have the right to obtain the basic good of society,and therefore social preference,giving the special treatment to the disadvantaged which can compensate for unfair distribution and maintaining the dynamic fairness,has the property of fairness.By Delphi method,the paper finds out that there are ten different cognitive schemas in experts' view about social preference.Apart from the schema related to fairness,including formal fairness,complex equity and compensatory fairness,there are also needful schema,capable schema,concerned schema,beneficial schema,obligatory schema,virtue schema.Exploratory factor analysis shows that ten cognitive schemas can be categorized as just orientation and careful orientation.The former consisted of complex equity,compensatory schema and beneficial schema.The latter is mainly composed of concerned schema,obligatory schema and virtue schema.Needful schema belongs to two kinds of orientation at the same time,whereas formal schema vice versa.The survey shows that most teachers have both two orientation which are negatively related,with the dominance of just orientation.However,the score of careful orientation has increased in preferential treatment for the disabled,which is almost equal to the other.Curiously,unlike the result of non-open evaluation,the dominance of open questionnaire is careful orientation.The majority of teachers,with careful orientation,support social preference,while teachers who are guided by just orientation may support or be uncertain about preferential treatment.According to the above results,the possible ways to improve teachers' responses may be following.On the one hand,it is necessary for teachers to reconstruct the cognitive schema of fairness by studying relevant theories,participating related discussion and introspecting concerned experience.On the other hand,teachers can take part in education for justice to adjust and enrich their cognition.