中国语境下的人权教育
发布时间：2019-02-09 19:05
【摘要】：我国在2009年底制定出《国家人权行动计划(2009-2010)》,这在我国的人权史上是阶段性的进展。我国在进行人权教育会有哪些趋势与倾向呢?又需要注意哪些地方呢?本文分为三个部分来讨论中国语境下的人权教育。 第一部分主要介绍了人权教育的国际背景与动向。该章节首先从联合国、科教文组织对人权教育讨论的展开开始,从而说明人权教育一词的来源。人权教育是由联合国一系列重要的人权文件发展而来的。其中对人权教育至关重要的会议、文件有:科教文组织对国际理解教育的建议(1974年建议);欧洲理事会1985年有关人权教育的建议书;蒙特利尔宣言;以及现有的联合国人权教育十年行动计划等。 在论述了人权教育的来源之后,回到人权教育的实质内容上。文章第二部分从多方角度解读人权教育。首先,将人权分为两类:人权实体领域与人权的制度领域,西方国家人权教育过程中将人权分为观念上的权利与法律上的权利。这种分类的目的,是为了更好的说明人权教育的内容应偏重法律权利的教育。 其次,从人权教育的核心内容来看,具体到两个核心概念:自由与平等。在论述作为人权教育核心概念之一的自由时,指出自由应放在公共性的角度下讨论,以及详细论述了人权教育对自由的认识容易产生的误区。另外,自由是有限制的,那么人权教育在自由受限的情况下,又应注重那些内容的教育?这部分将会详细论述。 该部分第三节将重点论述人权教育的核心概念之二:平等。为了更好的说明平等在人权教育中的位置,首先需要阐明平等与自由这两者间的关系,其次,由于国外人权教育过程中容易对法律上的平等产生理解偏差,常常会混淆人权教育与人格教育,这部分会指出这两者之间的差异。 该章第四节,将重点论述人权教育与道德教育的区别与联系。道德教育探求的是作为个体的人的共性,较之道德教育,人权教育探求的是更为深入的问题,譬如一些人权课题的知识与理解;法律和国家、社会、个人的关系;解决人权问题的方法论;民众意见的表明权利以及与政策制定者的研讨等。 文章第三部分紧扣文章题目的主旨:中国语境下的人权教育。第三部分在第二部分的基础上展开我国背景下人权教育的讨论。与第一部分相呼应,首先论述了国内人权教育现状与问题点。其次,与第二部分的内容相结合,展开我国人权教育在法律视角下所应有的侧重点。为了说明人权教育在法律角度下的理解与其他角度的异同点,该部分专门做了表格来进行比较。最后,结合前文分析,对我国人权教育提出三点建议:第一,应正确解读平等这一法律权利;第二,注重政治监督与参与的表达自由;第三,区分道德教育与人权教育。 本文的创新之处在于,论文研究内容的落脚点是人权教育的核心概念,在此基础上论述人权教育在中国语境下应有的侧重点。目前的人权教育研究,一般局限在人权教育的必要性、意义、价值分析层面上以及人权教育的国家主体义务分析上,很少有学者将人权教育与我国的实际情况相结合,分析我国在开展人权教育的应注重的方向与重点,这在研究内容上是一个创新之处。另外,在论述形式上,用专门的表格阐述了我国人权教育在法律视角下与其他视角的异同点,使读者更容易理解本文观点。
[Abstract]:Our country, by the end of 2009, developed the National Plan of Action for Human Rights (2009-2010), which is a phase of progress in the history of human rights in our country. What are the trends and trends of our country's human rights education? What are the places to pay attention to? This paper is divided into three parts to discuss human rights education in the context of China. The first part mainly introduces the international background and movement of human rights education The section will begin with the start of the discussion on human rights education from the United Nations and the Education and Education Organization, which will illustrate the use of a word for human rights education Source. Human rights education is developed by the development of a number of important United Nations human rights documents of the European Council for Human Rights Education in 1985; the Montreal Declaration; and the existing United Nations Decade of Action for the United Nations Decade for Human Rights Education The substance of human rights education, after the source of human rights education, has been discussed. On the content. The second part of the article is to be read from a multi-party perspective. Right education. Firstly, the human rights are divided into two categories: the field of human rights and the system of human rights, and the rights of human rights in the process of human rights education in the western countries are divided into two categories: the right and the law of the concept The purpose of such a classification is to better explain that the content of human rights education should focus on legal rights Education. Secondly, from the core content of human rights education, two core concepts are: Freedom and equality. In the discussion of freedom as one of the core concepts of human rights education, it was pointed out that freedom should be discussed at a public angle, and that the awareness of human rights education for freedom was discussed in detail. In addition, freedom is limited, then human rights education should focus on those who are free to limit The education of the content? This part will This section, section III, will focus on the core of human rights education Concept bis: Equality. In order to better illustrate the position of equality in human rights education, it is first necessary to clarify the relationship between equality and freedom, and secondly, due to the easy understanding of the legal equality in the process of foreign human rights education, it is often confusing to human rights Education and personality education, this part will point out The difference between the two is the focus on human rights education and the way in section IV of the chapter The difference and relation between the moral education and the moral education are the commonness of the individual. Compared with the moral education, the human rights education is the more in-depth problem, such as the knowledge and understanding of some human rights subjects, the relationship between the law and the state, the society and the individual; and the solution. Methodology of the question of human rights; the right to a public opinion; and The discussion of policy makers, etc. The third part of the article focuses on the subject of the article. Human rights education in the context of China. The third part is on the basis of the second part. The discussion of human rights education in the context of the State. The present situation of human rights education and the point of the problem of human rights education in China. Secondly, in combination with the content of the second part, the human rights education in our country is expanded. In order to explain the similarities and differences between the understanding of human rights education and other angles, this part in that end, the three-point proposal for human right education in our country was put forward by the analysis of the previous text: first, the right to the law should be correctly read; secondly, the expression of political supervision and participation should be paid attention to; and thirdly, The innovation of this paper is to distinguish between moral education and human rights education. The point of innovation in this paper is that the falling point of the research content is the core concept of human rights education, and then the human rights education is discussed. The present human rights education is limited to the necessity, meaning, value analysis of human rights education, and on the analysis of the national subject's obligations of human rights education. In combination with the actual situation of our country, this paper analyzes the direction and focus of our country's focus on the human rights education, which In addition, in the form of the discussion, the similarities and differences between the human rights education in China and other angles of view in the legal perspective are set forth in a special form.
【学位授予单位】：中国海洋大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：D082
本文编号：2419297
[Abstract]:Our country, by the end of 2009, developed the National Plan of Action for Human Rights (2009-2010), which is a phase of progress in the history of human rights in our country. What are the trends and trends of our country's human rights education? What are the places to pay attention to? This paper is divided into three parts to discuss human rights education in the context of China. The first part mainly introduces the international background and movement of human rights education The section will begin with the start of the discussion on human rights education from the United Nations and the Education and Education Organization, which will illustrate the use of a word for human rights education Source. Human rights education is developed by the development of a number of important United Nations human rights documents of the European Council for Human Rights Education in 1985; the Montreal Declaration; and the existing United Nations Decade of Action for the United Nations Decade for Human Rights Education The substance of human rights education, after the source of human rights education, has been discussed. On the content. The second part of the article is to be read from a multi-party perspective. Right education. Firstly, the human rights are divided into two categories: the field of human rights and the system of human rights, and the rights of human rights in the process of human rights education in the western countries are divided into two categories: the right and the law of the concept The purpose of such a classification is to better explain that the content of human rights education should focus on legal rights Education. Secondly, from the core content of human rights education, two core concepts are: Freedom and equality. In the discussion of freedom as one of the core concepts of human rights education, it was pointed out that freedom should be discussed at a public angle, and that the awareness of human rights education for freedom was discussed in detail. In addition, freedom is limited, then human rights education should focus on those who are free to limit The education of the content? This part will This section, section III, will focus on the core of human rights education Concept bis: Equality. In order to better illustrate the position of equality in human rights education, it is first necessary to clarify the relationship between equality and freedom, and secondly, due to the easy understanding of the legal equality in the process of foreign human rights education, it is often confusing to human rights Education and personality education, this part will point out The difference between the two is the focus on human rights education and the way in section IV of the chapter The difference and relation between the moral education and the moral education are the commonness of the individual. Compared with the moral education, the human rights education is the more in-depth problem, such as the knowledge and understanding of some human rights subjects, the relationship between the law and the state, the society and the individual; and the solution. Methodology of the question of human rights; the right to a public opinion; and The discussion of policy makers, etc. The third part of the article focuses on the subject of the article. Human rights education in the context of China. The third part is on the basis of the second part. The discussion of human rights education in the context of the State. The present situation of human rights education and the point of the problem of human rights education in China. Secondly, in combination with the content of the second part, the human rights education in our country is expanded. In order to explain the similarities and differences between the understanding of human rights education and other angles, this part in that end, the three-point proposal for human right education in our country was put forward by the analysis of the previous text: first, the right to the law should be correctly read; secondly, the expression of political supervision and participation should be paid attention to; and thirdly, The innovation of this paper is to distinguish between moral education and human rights education. The point of innovation in this paper is that the falling point of the research content is the core concept of human rights education, and then the human rights education is discussed. The present human rights education is limited to the necessity, meaning, value analysis of human rights education, and on the analysis of the national subject's obligations of human rights education. In combination with the actual situation of our country, this paper analyzes the direction and focus of our country's focus on the human rights education, which In addition, in the form of the discussion, the similarities and differences between the human rights education in China and other angles of view in the legal perspective are set forth in a special form.
【学位授予单位】：中国海洋大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：D082
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