反思满意化模式及其理论基础

在教育政策和教育管理研究中，有限理性和满意化模式的理论，得到广泛的介绍和宣传。这些研究未曾关注赫伯特·A·西蒙的理论的另一面：研究理性的限度是为了改变理性的限度，寻找提高决策的理性水平的良方。接受和倡导有限理性的可能后果是，先验地认定理性是有限的，从而合理化人类有史以来的一切公共决策，并放弃提高决策的理性水平的探索。何况，满意化模式本身存在若干缺陷：人性倾向于追求效用最大化而不是效用满意化，不追求“最好”难以保证不断地获得“更好”，满意的决策标准不容易确定，满意的主体问题，等等。

On Satisfying Model and Its Theoretical Basis

The theory of limited rationality and satisfying model is widely introduced in the researches of educational policy and administration. The researches have never paid attention to another side of Herbert A. Simon＇s theory which hopes to change the rational limitation and raise decisions＇ rational level. If we accept and advocate the theory of limited rationality, the possible result is that we can identify rationality limited. Then, the limited rationality can rationalize all the public decisions of human being and make people abandon to explore the higher rational level of decisions. Besides, satisfying model has weaknesses： human nature does not pursue utility satisfaction but utility maximization, if we don＇t pursue the ＂best＂, it is hard to continually acquire the ＂better＂ and it is not easy to ascertain the satisfying standards about decisions, and who is satisfactory？