The Excessive Affirmative Crisis of Educational Meritocracy and Its Ethical Reinvention
Meritocracy,as an enticing concept of distribution and discourse of justice,has completed a continuous affirmation of modern individuals,but fundamentally,it is an affirmatively unjust form of motivation.Modern education,following the logic of meritocracy,provides individuals with equal opportunities and allocates resources based on ability and effort.It is accepted,supported,and practiced from the conceptual to a practical level,serving as an instrumental function for social mobility.However,meritocratic education makes the purpose of education a preparation for work,fills the educational process with experiences of burnout,and the result of education points to an illusory future.As individuals need to bear unlimited responsibility for their own future,the affirmative nature of educational meritocracy further triggers compulsory self-exploitation among the educated and moral indifference toward others.To correct the injustices of educational meritocracy,it is essential to reposition the value of effort,dissolving the false expectations of educational merit through an effort rooted in intrinsic motivation;furthermore,it is necessary to construct relationality with others,achieving a modern educational justice that transcends the fairness of meritocracy.
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