專題論文
Thesis

國民教育階段的教師講學自由 -從憲法上的教育權論起
The Freedom of Teaching for Teachers on National Education: Focusing on the Constitutional Right to Receive Education
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編著譯者
魏培軒
出版日期
刊登出處
80
授權者
ISSN
1561-6312
地址
台北市士林區華岡路55號大賢館
電話
02-2861-0511
關鍵字
講學自由;教育權理論;國民教育;教師專業自主權;制衡關係
中文摘要
本文研究目的在於探究我國在國民教育階段中教師所得主張的講學自由,包含其法理依據、具體內涵以及權利行使範圍,並且釐清與我國憲法中所明定教育權的關係。我國憲法學理與釋憲實務在探討講學自由時,多於高等教育脈絡下論述,以學術自由與大學自治原則的相互配合下,勾繪我國憲法所定的講學自由概念。相較之下,由於國民教育任務目標的高度明確化,以及在國家公權力強力介入的背景影響下,職司國民教育的教師,其是否擁有憲法上的講學自由,在解釋上即產生各種疑義。 本文意識到教師的特殊角色定位,試圖從憲法上的教育權概念著手作為考察起點,先探究我國國民教育體制設計時背後的教育權理論思維,並以日本學界見解與判決實務作為比較對象,分析教育權於現代應有的運作模式。進而從教育權理論出發,尋求國民教育階段教師講學自由的立論依據。 最後,本文認為教師的講學自由有其特殊意涵,並非純粹基於個人私益而來,而是具有公共意義的權利發動。本文以此觀點,試圖形塑講學自由的內容與限制,希冀作為未來對於教師專業自主權研究的先行準備。
英文關鍵字
The Freedom of Teaching, The Theories of the Right to Receive Education, National Education, Teacher Autonomy, Check and Balance
英文摘要
The main purpose of this paper is to examine the freedom of teaching in national education, including its constitutional foundations, substantive scope, and limits of its exercise. To achieve this objective, this paper clarifies the relationship between the freedom of teaching and the constitutional right to receive education. Although, under the influence of German constitutional theory, the freedom of teaching has traditionally been examined primarily within higher education through the principles of academic freedom and university autonomy, comparatively little attention has been paid to the freedom of teaching in national education. Since the objectives of national education and the extent of governmental involvement differ significantly from those of higher education, the constitutional protection afforded to teachers' freedom of teaching requires independent examination. This paper recognizes the special constitutional role of teachers. First, it examines the meaning of the constitutional right to receive education. This right constitutes a fundamental constitutional guarantee designed to protect the development of children. To safeguard this right, it is necessary to establish an educational system based on checks and balances that defines the respective authority of parents, teachers, and the government. Through an analysis of leading decisions of the Supreme Court of Japan, this paper elucidates the constitutional structure of this educational framework. Second, the paper identifies the constitutional foundations of the freedom of teaching. Within such a balanced educational system, teachers require the freedom of teaching to restrain unjustified interference from parents and the government. Accordingly, this paper demonstrates the necessity of this freedom, its substantive content, and the limits of its exercise. Finally, this paper emphasizes that the freedom of teaching is distinguished by the fact that it exists not to protect the personal interests of teachers but to serve the public interest, particularly the healthy development of children. From this perspective, the paper explains the scope and limitations of the freedom of teaching and seeks to contribute to future research on teacher autonomy.
目次
壹、緒論 貳、德國憲法脈絡下的講學自由內涵 一、我國釋憲實務中的講學自由 二、學術自由與制度性保障的連結原貌 三、講學自由與制度性保障的脫鉤論述 參、國民教育階段與其教師的特殊性 一、國民教育的任務設定 二、國民教育階段教師的公務員身分 肆、憲法上的教育權理論基礎 一、講學自由的強化可能性 二、日本教育權理論的形成與發展 三、教育權理論對講學自由的強化與限制 伍、講學自由的功能性與權利主體性的再建構可能 一、制衡觀點下的教師講學自由 二、特殊的基本權利功能與主體性 陸、代結論