美国高校教师学术自由保障的模糊空间——基于判例制度的宪法解释视角  

On Vagueness of American Faculty's Academic Freedom Protection——Perspective from Constitutional Interpretation in the Case Law System

作　　者：张奂奂[1] 高益民[1] 

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《高等教育研究》2016年第5期87-95,共9页Journal of Higher Education

基　　金：教育部人文社会科学重点研究基地重大项目(13JJD880002)

摘　　要：在基于判例制度的司法实践背景下,由于"学术自由"内涵的非确定性和宪法文本的抽象性,美国联邦法院在处理高校与教师的学术纠纷案时,依据政府行为原则和公职人员言论自由原则来解释宪法条款,忽视了高等教育场域的特殊性和多元性,导致大量宪法诉讼仍存在模棱两可的判决空间。在宪法保障的现有框架下,应进一步拓宽美国高校教师诉讼路径和救济渠道。Considering the uncertainty of the meaning of academic freedom and the abstractness of the American constitution text,the Federal courts had relied on the state action doctrine and public employee free speech to the constitutional interpretations of professorial disputes when faculty＇s interests collided with universities,yet not taken into account the unique context of American higher education,which led to fuzzy decision space in the constitution litigation.Under the framework of constitutional protection,American faculty＇s litigation approach and remedy access should be broadened.

关 键 词：学术自由 政府行为原则 公职人员言论自由原则 宪法解释 

分 类 号：G640[文化科学—高等教育学]