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教育自由与平等的平衡：“双减”政策的正当性分析

The Balance Between Educational Liberty and Equality: An Analysis of the Legitimacy of the “Double Reduction” Policy

罗斯楠

Education Study / 2026,8(7): 896-901 / 2026-08-03 7 2

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• Information:

  广西师范大学政治与公共管理学院，桂林

• Keywords:
  Educational liberty; Educational equality; “Double Reduction” policy; Legitimacy
  教育自由; 教育平等; “双减”政策; 正当性
• Abstract: Amid the intensifying educational involution in China, the “Double Reduction” policy has been launched as a critical institutional reform in the education sector, triggering extensive academic debates regarding the dialectical relationship between educational liberty and equality. By standardizing the off-campus training industry, reducing students’ excessive academic burden, and regulating inappropriate educational liberal behaviors, the policy aims to reshape a fairer and more balanced educational ecosystem. While the policy imposes rational constraints on marketoriented educational liberties, including capital operation in education and parental discretionary choices for offcampus training, it effectively provides institutional guarantees for substantive educational equality for all students, particularly those from disadvantaged backgrounds. Based on the analytical framework of negative/positive liberty and formal/substantive equality, this study demonstrates that the policy promotes substantive equality in three core dimensions: the rational allocation of students’ time and energy, the optimization of adolescent growth environments, and the equalization of public educational services. From the theoretical perspectives of Rawls and Nozick, the “Double Reduction” policy represents a necessary institutional mediation for the inherent tension between liberty and equality in contemporary education. Its normative pursuit of substantive equality possesses solid political and educational legitimacy. Furthermore, an optimal educational governance policy should sustain a dynamic and adaptive balance between educational liberty and substantive equality. “双减”政策是在教育内卷化加剧背景下实施的重要改革，该政策引发了关于教育自由与平等之间关系的深入讨论。该政策旨在通过规范校外培训市场与减轻学生负担，以及限制其他部分教育自由，以构建更加公平的教育环境。研究表明，该政策约束了资本运营、家长选择等方面的自由，实质上却为保障所有学生，特别是弱势群体学生的实质平等创造了条件。通过界定消极自由与积极自由、形式平等与实质平等这两对概念，可以发现该政策旨在促进时间精力分配、成长环境优化和公共教育服务三方面的实质平等。借助罗尔斯与诺奇克的理论视角，这一政策可视为在当前教育环境下对自由与平等矛盾的必要调试，其追求实质平等的价值取向具有正当性，而理想的教育政策需要在自由与平等之间保持动态平衡。
• DOI: 10.35534/es.0807157 (registering DOI)
• Cite: 罗斯楠．教育自由与平等的平衡：“双减”政策的正当性分析［J］．教育研讨，2026，8（7）：896-901．