1、.试析受教育权理论发展综述中英文翻译W.k.che man the right to education theory development in both English and Chinese translation 论文摘要 现行宪法颁布以来，受教育权一直是理论研究的热点，受教育权的行使涉及到受教育权的概念、本质、法律关系等一系列问题，总结其理论发展脉络和存在的问题，有利于辨析澄清观点和完善制度规则，有利于受教育权纠纷的解决。Paper since the current constitution promulgated, the right to education has alwa
2、ys been the hot spot of the theory research, the exercise of the right to education refers to the concept of the right to education, essence, legal relationship and a series of problems, summed up the theoretical development venation and the existing problems, and is conducive to differentiate to cl
3、arify ideas and perfect the system of rules, is conducive to the solution of the disputes over the right to education. 论文关键词 受教育权 法律关系 权利救济Paper keywords educational legal relationship right remedy 现行宪法颁布以来，受教育权一直是理论界研究的热点，学者们以科学、实用的态度开展了受教育权的探讨，从不同角度阐述受教育权的概念、本质、法律关系等理论问题，学术上出现了许多理论创新和有代表性的作品，主要研究成
4、果综述如下：Since the current constitution promulgated, the right to education has been the hotspot in theory research, scholars with scientific, practical attitude has carried out the discussion of the right to education, explains the concept of the right to education from different angles, essence, lega
5、l relationship theory issues such as, there appear a lot of theoretical innovation and academic representative works, the main research results were summarized as follows: http:/ http:/ the main point of the theory of the right to education 由于现行宪法 、 教育法 、 未成年人保护法 、 行政复议法等条文中涉及的“受教育权”内涵，没有相应的解释和法律上的界
6、定，学者们对受教育权的定义、本质、内容及相互关系等问题众说纷纭。Due to the current constitution, the education law, minors protection law, the administrative reconsideration law involved in the provision of “educational“ connotation, no corresponding explanation and legal definition, scholars of educational problems such as defini
7、tion, essence, content and the relationship between the opinions vary. （一）受教育权的定义(a) the definition of the right to education 关于什么是“受教育权” ，学者们见仁见智，定义各不相同。有的从受教育的途径、场所以及学习内容来定义，有的从国家保障义务来定义，有的从促进人的发展角度来定义，有的结合人的发展和国家的保障义务来定义，如龚向和认为：“所谓受教育权，是指公民依法享有的要求国家积极提供均等的受教育条件和机会，通过学习来发展其个性、才智和身心能力，以获得平等的生存和发展机会
8、的基本权利。 ”这些定义大多数是从宪法的角度，从国家作为义务的主要承担者的角度去概括，而忽略了公民受教育权的行使涉及的义务主体除国家之外还有教育机构、监护人和其他主体，这是一个缺陷，需要进一步完善。现实中形形色色的受教育权纠纷，有许多并非是受教育者和国家的争议，而是受教育者与学校、监护人、其他组织或个人的争议，按照我国学术界的主流定义方式，受教育权是公民向国家要求学习的机会和条件，那么这些纠纷就不能称之为受教育权纠纷，这显然难以自圆其说。About what is “the right to education“, scholars have different opinions, diffe
9、rent definition. Some place from by the way of education, and to define the learning contents, from national security obligation is defined, some defined from the Angle of promoting the development of people, some combination of peoples development and national security obligation is defined, such a
10、s gong to and think: “the right to education, refers to the citizens shall have the right requirements of countries actively provide equal education conditions and opportunities, by learning to develop .their personality, intelligence and physical and mental abilities, in order to obtain the surviva
11、l and development of an equal chance of fundamental rights.“ Most of the definitions from the Angle of the constitution, from the view of state as the main undertaker of obligation to sum up, while ignoring the citizens exercise of the right to receive education involving in addition to the obligati
12、on the country and education institutions, the guardian and other main body, is this a defect, need to be further perfected. For a variety of disputes over the right to education, in reality there are a lot of is not the educatees and controversy of the country, but by educators and school, the guar
13、dian, other organization or individual disputes, according to the definition of the mainstream of academic circles in our country, the right to education is a citizen to the state requires the learning opportunities and conditions, then the disputes cannot be called a dispute over the right to educa
14、tion, it is difficult to justify. （二）受教育权的本质(2) the nature of the right to education 受教育权的本质解决的是受教育权是一种什么样的权利，权利的实现对受教育者有何意义。日本学者对受教育权本质的认识经历了从政治权利的公民权说到生存权说再到学习权说三种学说的演变，这三种学说曾被我国学者多次援引，例如龚向和从人权理论的角度来观察受教育权本质学说的演变，提出受教育权本质的认识有四种学说：公民权说、生存权或社会权说、学习权说、发展权说。The nature of the right to education is to s
15、olve the right to education is a kind of what kind of right, whats the meaning of the realization of the rights of educatees. Japanese scholars understanding of the nature of the right to education has experienced from political rights of citizenship when it comes to life again to the right to learn
16、 the evolution of the theory of three, the three theories has been scholars quoted many times in our country, such as gong to and from the Angle of human rights theory to observe the evolution of the nature of the right to education theory, put forward the right to education of the essence of the fo
17、ur kinds of theories: civil rights, right to life, or social rights said, learning right, the right to development. 关于受教育权的本质，公民权说和生存权说遭到的质疑比较多，两种学说过多地从政治和经济的角度对受教育权加以阐释，忽视了人的丰富性和人的目的地位。目前较为流行的四种学说中的“发展权说” ，实际上已被“ 学习权说”所吸收。20 世纪 80 年代以后，学习权说被国际社会普遍接受。学习权包含了学习自由（主动学习）与受教育权（被动学习） 。它http:/ http:/ the n
18、ature of the right to education, citizenship and the right to life by the question is more, two theories too much on the right to education from the perspective of political and economic interpretation, ignore the peoples richness and the purpose of the position. At present more popular of the four
19、theories of “the right to development“, in fact has been absorbed by “learning right“. Since the 1980 s, the study said rights is accepted by the international community. Learning includes the right of free learning, active learning, with the right to education (passive learning). It emphasized the
20、educatees main body status in the process of education, emphasizes the initiative of subject while enjoying the education rights and freedom, far beyond the meaning of “education“, the most close to the nature of the right to education, but also cant in order to study the concept of the right to rep
21、lace the right to education, because the right to education is part of the learning right, namely, by the help of others to learn. （三）受教育权法律关系(3) the right to education legal relationship 我国现行宪法第 46 条第 1 款规定：“中华人民共和国公民有受教育的权利和义务”。对于现行宪法这种规定，学者们仍然有所疑问，受教育到底是权利还是义务，受教育的这种所谓的权利与义务的一致性或双重性到底是怎样体现出来的？权利主
22、体和义务主体指向的是什么？权利主体与义务主体是否同一？Our current constitution prescribed in paragraph 1 of article 46: “citizens of the Peoples Republic of China the rights and obligations of education“. For the current constitution, scholars still have doubt, whether education is a right or obligation, the education of the
23、rights and obligations of the so-called consistency or dualism reflected how? What rights and obligations subject to? The subjects of rights and obligations are the same? 从受教育权的构成看，权利主体是具有中国国籍的人。义务主体是谁？是否同权利主体的范围一致？由于受教育权是一项权利构造较为复杂的权利，在公民受教育的过程中，除了国家提供教育机会和条件，学校、教师、父母等主体也会以不同的身份或形式参与进来，在教育上也享有特定的权利
24、和义务。同时，受教育权对应的相关义务又包括消极的不侵犯公民受教育权的义务与积极保障公民受教育权的义务，消极义务与积极义务的承担主.体是不一致的、不同一的。消极义务即不侵犯公民受教育权的主体具有广泛性，任何公民、社会团体、企事业单位、国家机关都不得侵犯公民受教育权的享有与行使。那么，受教育的积极义务的承担者是谁呢？根据宪法精神，国家是受教育积极义务的承担者。因此，受教育权的义务承担者，不仅包括国家，还包括教育机构、监护人和社会上的其他组织或个人。受教育权的权利客体，简单地说，就是教育，包括一切种类和一切级别的教育。Looked from the structure of the right to
25、 education, the right subject is the person who shall have Chinese nationality. Compulsory subject who is it? Whether agree with the scope of the right subject? Because the right to education is a right structure more complex, in the process of Chinese citizens to receive education, except for count
26、ries to provide education opportunities and conditions, schools, teachers, parents, etc. The subject will be in a different form of identity or involved, on the education and enjoy certain rights and obligations. Corresponding obligations at the same time, the right to education, including negative
27、not infringing upon the citizen right to education of obligation and positive obligation to guarantee citizens the right to receive education, negative obligation and positive obligation to bear the main body is not consistent, different one. Negative obligation that is not the main body of infringe
28、ment of citizens right to education has universality, any citizens, social organizations, enterprises and institutions, state organs are not allowed to infringe upon citizens enjoy and exercise the right to education. So, by the positive obligation of education who is considering? According to the s
29、pirit of the constitution, the country is under the obligation of education actively. Obligation to hit from the right to education, therefore, not only including countries, also including education institutions, the guardian and other organizations or individuals in the society. Right to education
30、of the right to object, simply, is education, including all types and all levels of education. 在受教育权的法律关系中争论最多的是受教育权的内容，由于我国宪法没有明确受教育权的范围和界限。有学者认为主要包括三方面的内容，第一是学习的权利。第二是义务教育无偿化。第三是教育机会均等。龚向和按照时间顺序，分成开始阶段的“学习机会权”（包括升学机会权、教育选择权、学生身份权） 、过程阶段的“学习条件权”（包括教育条件建设请求权、教育条件利用权、获得教育资助权） 、结束阶段的“学习成功权”（包括公正评价权、获得
31、学业、学位证书权） ，从现有的教育立法来看，受教育权主要包括三方面的内容，即免费义务教育、教育机会平等，以及选择教育的自由。但选择教育的自由在义务教育阶段，有选择私立学校的自由，不包括在公立学校之间进行选择的自由，在非义务教育阶段，http:/ http:/ in the legal relationship of right to education is the content of the right to education, because our country constitution is not clearly the scope and boundaries of the
32、right to education. Some scholars think that content mainly includes three aspects, first is the right of learning. The second is the compulsory education for free. The third is the education equality of opportunity. Gong to and in accordance with the time order, divided into beginning phase of the
33、“right of learning opportunities (including the right of entrance opportunity, education option, right of student), the process stage of right“ to “learning conditions (including education conditions for construction, education rights, get the education funding), end stage of the“ right “to learning
34、 success (including the right of fair evaluation, school, degree certificate), from the point of view of the existing education legislation, the content of the right to education mainly includes three aspects, namely, free compulsory education, education equality of opportunity, as well as the freed
35、om of choice of education. But the freedom of choice of education at compulsory education stage, there is freedom of choice of private schools, public schools are not included in between the freedom of choice, in the stage of compulsory education, including the freedom to choose whether or not to ac
36、cept education, choose different types of education (such as a vocational education or general education) of freedom, and freedom of choice of what school. In short, the content of the right to education by national law to determine, at the same time, bound by international human rights law, interna
37、tional human rights law of the right to education minimum core content, requires all parties to undertake and implement immediately. As an international human rights law of the contracting states, our country should refer to international human rights law right to education of the core content, in t
38、he legislation to determine the scope and boundaries of the right to education in our country. （四）受教育权纠纷涉及的法律关系.(4) the right to education disputes involving legal relationship 受教育权纠纷涉及的参加者包括受教育者、教育行政主体、学校、监护人以及其他社会组织和个人。其中，受教育者与教育行政主体发生纠纷，其法律关系属于较为纯粹的行政法律关系；受教育者与父母或其他监护人因教育问题发生纠纷，属于民事法律关系；受教育者与教育机构
39、以外的其他社会组织或个人发生受教育权纠纷，基本属于民事主体之间的侵权纠纷，也可以归入民事法律关系。唯有受教育者与学校或其他教育机构发生的受教育权纠纷，其法律关系的定性可谓众说纷纭。法学界关于受教育者与学校的法律关系，大致有特别权力关系说、一般行政法律关系说、教育契约关系说、监护代理关系说和民事与行政关系兼有说五种学说，但前四种学说都无法涵盖所有教育层次和教育类型的受教育者，只有民事与行政关系兼有说在实务中被普遍采用。但这种理论本身也存在一定缺陷，如学校根据“学校规章” 决定学生退学和开除等，属于大学自治性权力，由于没有国家法律的授权，相对方的权益就无法得到有效的救济。因此，有必要突破传统的“授
40、权性行政主体”理论，引入“自治性行政主体” 的概念。Educational disputes involving participants including the educatees, education administrative subject, school, the guardian and other social organizations and individuals. A dispute among them, the pedagogue and education administrative subject, its legal relations are rela
41、tively pure administrative legal relationship; By educators and parents or other guardians of a dispute due to the education problem, belongs to the civil legal relationship; Educated and of the social organizations or individuals other than education institutions occurred disputes over the right to
42、 education, basic belongs to tort disputes between civil main body, can also be classified as civil legal relationship. Only the educatee with schools or other institutions of education disputes over the right to education, the legal relationship of qualitative is debated. Legal science of educatees
43、 and the legal relations of the school, roughly said special power relation, general administrative legal relationship, education contract relationship, the guardianship agency relationship and civil and administrative relations with five kinds of theories, but the first four theories cannot cover a
44、ll the level of education and education type of the educatees, only says both civil and administrative relation is widely used in practice. But this theory itself also has some defects, such as school determined according to the rules “ school students drop out of school and fire and so on, belong t
45、o the university autonomy power, without the authorization of national law, in each others rights and interests cannot get effective relief. Therefore, it is necessary to breakthrough the traditional http:/ http:/ administrative subject theory, introduce the concept of“ autonomy of administrative su
46、bject “. 对于学校与学生就受教育权纠纷所涉及的法律关系，我国可以借鉴日本和我国台湾地区的做法，将“特别权力关系说”发展为“ 基础关系与管理关系说 ”。涉及基础关系的学生身份的取得、丧失及降级等决定，都属于可诉行政行为。其他如对学生的服装、作息时间、宿舍管理规定等都属于管理关系，不必遵循法律保留原则，属于不可诉的行政行为。受处分学生可以通过申诉途径谋求救济，如未获救济，可以依法提起行政复议及行政诉讼。Has the right to education for schools and students legal relations involved in the dispute, ou
47、r country can draw lessons from the practice of Japan and Taiwan area in our country, the “special power relation“ to “basic relationship and management“. Involves the basic relations of the acquisition, loss and degradation of student decision, belong to actionable administrative action. Other such
48、 as clothing, work and rest time for students, dormitory management regulations belong to manage relationships, dont need to follow the principle of law reserve, belongs to administrative behavior is v. Disciplined students may seek relief through appeal ways, such as did not get a relief, can bring administrative reconsideration and administrative lawsuit in accordance with the law. 二、实践中和立法上需要
