Wooldridge의 ‘능력주의’에 대한 역사철학적 논의와 그 비판적 분석에 근거한 교육 과제

Abstract

Is meritocracy a measure of fairness or a trap of inequality? In a meritocratic society, “self-actualization” occurs through cooperative or competitive education. Debates surrounding meritocracy are often framed in this manner. Whether one supports or criticizes meritocracy is crucial in understanding its formation, development, and crises. Wooldridge’s recent historical-philosophical analysis of meritocracy traces how societies moved from non-merit-based discrimination to “equal” societies centered on ability, from ancient times to the present, and how these patterns unfolded. This study critically examines Wooldridge’s analysis of the meritocracy, identifies its distinctive attributes, and explores its educational implications. Meritocracy has evolved through both reformative advances and regressions toward equality. Throughout this process, it promotes the belief that its drawbacks could be mitigated through school systems or educational policies. However, in the 21st century, the characteristics and educational aspects of meritocracy have been observed as follows: (i) deepening educational inequality through competition and monopoly, (ii) hindering genuine self-criticism by emphasizing distributive fairness, and (iii) leading individuals to become indifferent and irresponsible toward communal issues. By examining these findings, we can identify crucial aspects of the meritocracy debate, enabling us to understand what education entails in light of the dangers and possibilities of meritocracy.