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对受教育权本质的认识直接决定着各国对受教育权保护重点的选择。笔者采用瓦萨克的人权代际论对受教育权的规定性加以考察,并形成了关于受教育权本质的三种理论:公民权说或政治权说;经济、社会、文化权说;发展权说。同时,又采用国际教育发展委员会关于“学习社会”的理论提出了学习权说。在系统探讨上述四种学说的基础上,笔者从受教育权维度的视角提出了关于受教育权本质的“四维说”。
The understanding of the nature of the right to education directly determines the choice of each country’s focus on the protection of the right to education. The author uses Vasak’s intergenerational theory of human rights to examine the stipulations of the right to education and forms three theories about the nature of the right to education: citizenship or political rights; economic, social and cultural rights; the right to development Say. At the same time, the author proposes to use the theory of “learning of society” proposed by the International Commission on Education for Development (ECDC). Based on the systematical study of the above four theories, the author puts forward the “four-dimensional theory” about the nature of the right to education from the perspective of the right to education.