教育法典背景下“教育法律主体”的体系化

• 作者： 任海涛 ¹ 孔仲渊 ¹
• 作者单位：
  1.  华东师范大学法学院
• 提交时间：2024-04-23

摘要: 教育法典所追求的体系化，应当由体现规范秩序的外部体系与践行价值理念的内部体系共同构成。现有的教育法律主体制度采取的是罗列式结构，这一结构存在缺乏逻辑融贯性、较难覆盖完整、难以彰显法典原则与价值、易使主体定位不清等缺陷，未能达到教育法典体系化的要求。教育法律主体制度应采用层级式结构代替罗列式结构，类型化与概念化思维可以成为建立层级式结构体系的方法论。层级式教育法律主体制度的初步构想为：以受教育者、教育工作参与者、开展教育活动的组织、教育行政机关为抽象主体层级，分别统领包含学生、其他受教育者、未成年受教育者的父母或者其他监护人、教师、其他教育工作者、学校、校外教育培训机构、教育中介组织、公共文化服务机构的具体主体层级。

Abstract: The systematization pursued by the Educational Code should be composed of an external system that reflects the normative order and an internal system that practices the value concept. The existing subject system of educational law adopts a list structure, which has the defects of lack of logical coherence, difficulty in covering the whole, difficulty in highlighting the principles and values of the code, and easy to make the subject positioning unclear, failing to meet the requirements of the Educational Code systematization. The subject system of educational law should adopt a hierarchical structure instead of a list structure, and typological and conceptual thinking can be used as the methodology for establishing a hierarchical structure system. The preliminary concept of the hierarchical subject system of educational law is: with educatees, participants in educational work, organizations that carry out educational activities, and educational administrative organs as the abstract subject hierarchy, respectively commanding the specific subject hierarchy including students, other educatees, parents or other guardians of minor educatees, teachers, other educators, schools, extracurricular educational training institutions, educational intermediary organizations, and public cultural service institutions.

• 分类： 教育学 >> 教育学原理 法学 >> 宪法学与行政法学
• 说明： “教育法治”专栏
• 稿件状态： 已在期刊出版
期刊名称： 《华东师范大学学报（教育科学版）》 “教育法治”专栏
• 引用： PSSXiv:202404.00177 (或此版本 PSSXiv:202404.00177V1)
  DOI:10.12451/202404.00177V1
  CSTR:32012.36.PSSXiv.202404.00177.V1
• 推荐引用方式： 任海涛,孔仲渊.(2024).教育法典背景下“教育法律主体”的体系化.华东师范大学学报（教育科学版）.doi:10.12451/202404.00177V1 (点此复制)