體驗區
|
| 篇名 |
論教育基本權的內涵與功能
|
| 並列篇名 |
A Critique on the Implication and Function of the Basic Rights of Education
|
| 作者 |
曾大千(Tseng, Dah-chian)
|
| 中文摘要 |
在社會逐漸民主開放之際，「教育權」早已成為教育改革浪潮中耳熟能詳的口號；然慣用之餘，卻相對忽視其基本意涵與法益功能。這不但容易造成概念混淆與學術溝通的隔閡，對於教育實務工作者而言，也難以妥適轉化並落實相關教改精神。
為詳究教育權利的內涵與功能，研究者乃先以分析的觀點探討權利之內涵，並試圖釐清其與權力的上、下位概念關係，使藉此彰顯教育權利的意義與本質。研究者認為，救人民本身的教育活動領域而言，居於施教者地位之國家（包含各級教育行政機關、學校、暨其所屬教育人員）僅有「教育權力」之可言，至於人民的「教育權利」係以「受教育權」為核心，而「受教育權」復以「學習權」為其本質，故自亦能以「學習權」取代「受教育權」或「教育權利」之意義。此外，由於學習權乃以促進「人的自我實現」為其最終存立目的，故實可將之視為所有憲法基本權的核心本質，其本身自亦更有具備基本權功能的必要性與正當性。
大致而言，教育權利所應具備的基本權功能，可概分為「主觀權利功能」與「客觀規範功能」兩方面；前者係以防禦權、受益權為主要內涵，後者則以保護義務、組織與程式保障為體現面向。而除了學習者本身應該受到相關權利功能的保障外，父母與教師亦應擁有協助者地位之相關教育權能，以確保人民能藉由教育過程獲得自我實現。
研究者認為，由於學校乃是人民教育權利與國家教育權力的主要匯集場域，為求充分展現權利主體的基本價值與地位，學校不但必須是一個依法自治的教育機關，並應在內部制度建構上，設法使教育權利主體與所有協助者，均能擁有參與相關自治活動的管道與空間。
|
| 英文摘要 |
As we enjoy a more open and democratic society, the Rights of Education has already been a familiar slogan during the waves of educational reform. However, in most of the time, we still neglect the basic implication and the function of the law and the benefit, that will not only arouse a confusing concept, create an academic communication gap, but also make the practitioner difficult to covert concept into practice.
In order to clarify and describe the implication and function of the rights of education clearly, researchers use the viewpoints if W. N Hohfeld, who has a deep analysis on the implication of rights to explore the relationship between the rights of education and the power of education. Substantially, A nation(including all the educational administration institutes, schools, and its educational administrators)only processes the power of education, since the core of people’ s rights of education is the rights of being educated, and the rights of being educated is derived from the essence of the rights of learning. Therefore, we can replace the meaning of the rights of being educated or educational rights by the rights of learning. Moreover, since the existence of the rights of learning is to promote the self-actualization of human beings, and the core essence of the basic rights that is mentioned in the Constitution has its own function.
Rights of education could approximately be divided into two parts: subjective function of rights and objective function of rights. The former emphasizes on defensive rights, beneficial rights, and the latter stresses on protecting obligation, organization, and procedure. Apart from protecting the rights of learner, parents and teacher who play important roles in education also possess the relative rights to ensure people’ s self-actualization.
Besides, since schools are convergence area of people’ s rights of education and of the nation’ power of education, schools should build up the administration unit of autonomy with law, design a system to create opportunity for the right holders to join the autonomic activities to spread the basic value of the rights of education.
|
| 頁次 |
63-92
|
| 關鍵詞 |
教育權
、學習權
、基本權功能
、Educational rights
、Learning rights
、Function of the basic rights
、TSSCI
|
| 卷期 |
6:1
|
| 日期 |
200302
|
| 刊名 |
教育政策論壇
|
| 出版單位 |
國立暨南國際大學教育政策與行政研究所
|
|
相關文獻 :
客服信箱