A Reflection on Meritocracy Discourse from the Perspective of Educational Equality and Attribution Theory

Abstract

The purpose of this study is to provide some direction that can give new value to meritocracy as part of a new value chain in liberal arts education by reflecting on meritocracy discourse from the viewpoint of educational equality and the attribution theory. The conclusions drawn in this study are as follows: First, opening up the discourse on meritocracy is necessary. Second, regarding equal education, not only permissive equality must be considered, but also guaranteed, process, consequential and even social reform equality as well. Third, from the perspective of attribution theory, the method of attributing the causes of behavioral outcomes should be varied according to individuals or situations. Fourth, reinterpreting meritocracy is necessary. Fifth, shifting the discourse from a closed meritocracy to an open meritocracy is necessary.