教育法典的“受教育权本位”编纂逻辑及其展开

• 作者： 耿玉基 ¹
• 作者单位：
  1.  合肥工业大学文法学院
• 提交时间：2024-11-04

摘要: 我国教育法治体系在持续完备之时，依然存在立法供给不足、部分受教育者权利不彰、升学竞争异化等情形。“受教育权本位”立法逻辑有益于促成教育法典编纂与人权保障的良性互动，即以具象的“人”作为受益主体，聚焦受教育权的精细法条构造，在法典总则与分编中补强诸多权利要素，克服各单行法中受教育权的规则零散、功能局限、构造疏漏等问题。据此，教育法典有必要明确受教育权保护的实质性优先、利益最大化、全生命周期等原则，重构权利保障为主、教育行政权植入为辅的立法格局，祛除公民在教育法实践中的客体化倾向；有待注重受教育权要义在统分式法典结构中的周延固化与融贯表达，跨部门法规整教育法律关系、智慧教育、权利救济、法律责任条款，保证成文教育法典的体系性、自洽性与实效性而促进中国式教育现代化。

Abstract: When China’s education legal system continues to be perfect, there are still some situations such as insufficient legislative supply, insufficient rights of some educated people, and alienation of competition for further education. The legislative logic of "right to education standard" is beneficial to promote the benign interaction between the compilation of education code and the protection of human rights, that is, focusing on the fine structure of the right to education with concrete " individual " as the beneficiary, reinforcing many rights elements in the general provisions and parts of the code, and overcoming the problems of scattered rules, limited functions and structural omissions of the right to education in various separate laws. Accordingly, it is necessary for the education code to clarify the principles of substantive priority, maximum benefit and whole life cycle of the protection of the right to education, reconstruct the legislative pattern of giving priority to the protection of rights, supplemented by the implantation of educational administrative power, and eliminate the objectification tendency of citizens in the practice of education law; It is necessary to pay attention to the GAI solidification and consistent expression of the essence of the right to education in the unified and divided code structure, and to regulate the provisions of educational legal relationship, wisdom education, right relief and legal responsibility across departments to ensure the systematization, self-consistency and effectiveness of the written education code and promote the modernization of Chinese education.

• 来自： 耿玉基
• 分类： 法学 >> 宪法学与行政法学 法学 >> 法学理论
• 说明： 2023年该文投稿被退稿（含半年未回复，默认退稿）之后，2024年1-9月，作者重新对于全文开展了较大幅度的框架调整、论证完善、文字修改等工作。2024年10月，该文在东南大学人权研究院、东南大学法学院主办的“教育法典编纂与受教育者权利保障”高端论坛会议小组会议上交流，在吸纳与会专家意见基础上再次修缮，遂提交该文的预印本。
• 稿件状态： 未投稿
• 引用： PSSXiv:202411.00380 (或此版本 PSSXiv:202411.00380V1)
  DOI:10.12451/202411.00380
  CSTR:32012.36.PSSXiv.202411.00380
• 推荐引用方式： 耿玉基.教育法典的“受教育权本位”编纂逻辑及其展开.哲学社会科学预印本平台:https://zsyyb.cn/abs/202411.00380.[PSSXiv:202411.00380V1] (点此复制)