【作者】 樊华强；

【导师】 张楚廷；

【作者基本信息】 湖南师范大学 ， 高等教育学， 2007， 博士

【摘要】 当前，伴随着高校扩招的步伐和高校合并的浪潮，中国的高等教育迈入了蓬勃发展的历史时期。然而，高等教育在快速发展的同时也面临着一系列问题和困境。表现之一即是高等学校内部忽视对基本人权的理解和尊重，缺乏对个体权利的维护和保障。在“人权入宪”和“以人为本”口号响彻中华大地的宏观社会背景下，以人本精神和人权理念审视我国的高等教育是本文所要研究的课题。本课题将遵循师生有哪些权利，为什么应享有这些权利，什么在妨碍这些权利的实现以及如何维护这些权利为研究思路，重点探索在人权视野下，高等教育面临的变革，包括高等教育理念的改造、高等教育政策的调整，高等教育法规的完善等等。具体而言，本研究包括以下六大章节：第一章人权与高等教育中的权利本章主要对人权、权利和义务等概念作了解释，阐述了高等教育中“三权鼎立”的权利结构，并分析了人权的演变与高等教育发展之间的关系。第二章大学生应有权利解读本章主要探讨了大学生的应有权利，重点分析了大学生的人格尊严权、自由权、受教育权及民主权。尊严权是人权的基础和先导，一切人权都源于人类固有的尊严和价值。自由权核心是思想自由。人有发展的天赋和潜能，受教育权本质是发展权。民主权包括申诉权、知情权和评教权等。第三章大学教师应有权利分析大学教师权利主要由作为自然人的权利和职业权利两部分组成。作为自然人的权利最基本的是发展权。而其职业权利最根本的是学术自由权。第四章人权之障碍：高等教育中权利与权力的博弈本章主要从以下四方面探讨权利与权力的辨证关系。第一节主要讨论权力的概念、性质及与权利的关系，高校自主权的来源和属性。第二节主要探讨教师的知识权力与学生思想自由权的冲突与协调及教师的学术权力与学生受教育权的冲突与协调。第三节主要分析高校管理权与学生权利冲突的表现，高校管理权的价值取向及高校管理权与学生权利的协调。第四节重点探讨大学教师与管理人员在价值取向上的冲突和矛盾及聘任制下教师权利与高校权力的冲突与协调。第五章维护人权之一：高等教育理念与政策的变革本章主要从以下三方面展开：第一，在高等教育目的上，摒弃社会本位的高等教育目的观，树立以人为本的高等教育目的观。第二，在高等教育管理上，体现民主参与、服务本位、尊重人性的高等教育管理理念。第三，在高等教育政策上，完善高校贫困生资助政策，强化国家的责任和义务，努力实现高等教育入学机会均等，更好地体现教育公平的原则。第六章维护人权之二：教育法律与法规的完善本章主要包括以下三方面：法的价值与人权，实体法完善与人权维护，程序法完善与人权维护。法的最终价值取向是人权。虽然当前中国的教育法律体系已初步形成，但无论是在实体法领域还是在程序法方面都存在着诸多的漏洞和有待改进的空间。因此，有必要完善现行的法律、法规，以更好地维护和保障师生权利。更多还原

【Abstract】 Nowadays, with the pace of college’ s scale expansion and the tide of college-merging, China’ s higher education is entering a flourishing historic period. However, during the course of its quick development, China’ s higher education is facing serial difficulties and problems at the same time. One reflection is that many colleges ignore the comprehension and esteem of basic human rights and do not pay enough attention to the safeguarding and guarantee of individual rights.With the social background of human rights having been established in China’ s Constitution and the dissemination of the slogan Putting People First, this paper does research into China’ s current higher education from the angle of humanism and human rights.This research, following the thread what rights teachers and students in institutions of higher learning can enjoy, why they can, what are hindering the implementation of them and how to protect them, mainly explores the transformation of higher education from the angle of human rights, including changing of higher education ideologies, adjustment of its policies, improvement of the relative laws and regulations, etc.. This research is divided into six parts in detail:Chapter One: Human Rights and Rights in Higher EducationThis chapter focuses on explanation of the definition of human rights, right and duty. Then it elaborates the trilateral right structure in higher education and analyses the relationship between the development of human rights and the transformation of higher education.Chapter Two: Rights of Students in Institutions of Higher Learning This part discusses the rights that students in institutions of higher learning should have and makes special research into right of human dignity, right of liberty, right of being educated and right of democracy. Right of human dignity is the basis and guide of human rights, all of which are originated from the intrinsic dignity and value. The core of liberty right is the right of idea liberty. Man has the gift and potential of development, and the right of being educated is right of development in nature. Right of democracy includes right of appeal, the right to know and right of evaluating the education.Chapter Three: Rights of Teacher in Institutions of Higher LearningThe rights of teacher in institutions of higher learning consist of two kinds, right of being natural persons and right of vocation. The basic right of the former is the right of development and that of the latter is the right of academic freedom.Chapter Four: Hindrance of Human Rights: the Game between Right and Power of Higher EducationThis chapter discusses the dialectical relationship between right and power. Section one discusses the definition and character of power, its relationship with right, and source and feature of decision making right of institutions of higher learning. Section Two mainly studies the collision and harmonizing of the teacher’ s power of knowledge and student’ s right of idea liberty. Section Three mainly discusses the reflection of conflicts between administrative power and student’ s rights, the value orientation of administrative power and how to settle the conflict. The emphasis of Section Four lies in discussion of the value collision between college teachers and administrators and conflicts between teacher’ s right and power of institutions of higher learning under the background of employment system as well as the countermeasures.Chapter Five: Safeguard Human Rights: to Reform the Ideology and Policy of Higher educationThis chapter puts forward three approaches: the first way is to set people-oriented as the goal of higher education instead of society standard. The second method is to display the ideology of public attendance, service-centered and human nature esteem in college administration. Thirdly, the government and society should make better policies, to give more support to impoverished students, intensify state obligations and duties and try all means to bring equal college entrance opportunity into effect in order to carry out the equity education principle better.Chapter Six: Safeguard Human Rights: to Improve Educational LegislationThis chapter can be divided into three parts: the value of the law and human rights, improving entity law and procedural law to stick up for human rights, the final value orientation of the law. Although China’ s educational legislation has come into being, there are still some loopholes of it and it has a long way to go not only for the entity law but also for procedural law. Therefore, it is necessary to improve corresponding laws and regulations to better protect and safeguard rights of teachers and students.更多还原