The fundamental requirement of educational equilibrium is to equally distribute educational resources between educational institutions and educational groups in a gesture to strike the relative balance between education supply and education demand. As a limited medium for individual liberation , education sets man loose from natural simplicity and natural desire, whose core and essence is ethics liberation and whose aim is to turn out “civilized man”. The feature of educated man is combination of universality and particularity , which corresponds with human and human behavior.
Education relationship is a ethics community, composed of students、 teachers 、schools and governments. It is not total reliance on compulsive forces but continuous induction and changes which cause different factors of the community to evolve into the opposite and complete the evolution process that lead to the realization of the aim of educational community. Educational equilibrium embodies ethics universality of the community, whose explicit forms get across knowledge and awareness of the educated and inner essence comes to be actions for the obligation by means of getting rid of spread of knowledge. Obligation realizes ethics universality and ethics entity by means of autonomous co-operations of all factors and departments, making the community living and developmental. Educational equilibrium comprises actual ethnics essence, which starting-point is human –centered principles , which consist of obligation principles and fairness principles and dialectic principles.
Education ethnics community exists in the form of systems which evolve from initial family education to a complete educational ethnics system which is made up of teachers, schools ,educational administration institutions, education regulations and relevant resources. Above-mentioned factors exist independently, which fail to form educational theory of the community. All factors must fully realize the limits of themselves and automatically become organic components of the educational ethics community and accomplish the ethnics mission. Teachers ，as the first link of expansion of the ethics community, carry out the transmission of special technology and enlightenment of ethics awareness of the educated in the light of teachers’ knowledge and ethics.
While this process is the basic function of the first link of educational system, this function is restricted to limited specialized knowledge and oneness of will of individual educators, failing to accomplish physical objectives of educational systems . Schools, an intermediate link from teachers’ oneness to reality of educational systems and a special existence of educational systems, become an important medium by which educational systems can be unfolded and further confirm the rights of personality and ownership of educational resources by means of selection of students, education of students and utilization of funds. Equal personality of the educated is inner stipulation of educational ethics community. Loyalty to this stipulation ensures the nature of ethics community. Although this stipulation is abstract and fundamental to the entity of ethnics community , it is reflected in concrete educational practice, indicating universal phenomena including teachers’ co-operation, schools’ alliance and correspondent support and extramural public welfare.
Educational equilibrium, a basic appeal for educational nature, is constantly confronted with multiple contradiction and dilemma , which are embodied in several aspects. The first is ethnics paradox for individual educational fairness, that is , free selection of schools and admission to one’s nearest home. The second ethnics paradox is teachers’ mobility, that is , positive mobility and negative mobility. The third ethics paradox is interschool cooperation, that is, concentration of educational resources and dispersion of educational resources. The fourth ethnics paradox is government objectives, that is , education equilibrium and performance appraisal. Three factors account these paradoxes. The first factor is partial cognition of conception of education equilibrium and failure to recognize the true nature. The second factor is lack of proper countermeasures due to misunderstanding of ethics nature of education equilibrium and superficial knowledge of ethics dilemma, thus unsuccessful in addressing these issues. The third factor is management system. Education, as a community and a human service, must have its own management system, which is a concrete form of educational community. The rationality of management determines the development of educational equilibrium.
Education system, a community or an ethnics entity, makes subjective ethics spirit combining individual particularity and universality of entity objective and realistic. These ethics relationship involved in the ethics entity are not only the relationships among students, teachers, schools and governments, but also the relationships among students, teachers, schools, governments and ethnics entity. Only by combining these relationships and educational community, educational nature can be discovered and employed. As one member of the community, everyone has the right to receive education and become a human. The educational community must ensure members equal access to education so that they can be set loose and gain real freedom.