学前教育纳入义务教育的法理反思  

A Jurisprudential Reflection of Including Preschool Education into Compulsory Education

作　　者：于浩 郑晓军 YU Hao;ZHENG Xiaojun(School of Law,East China Normal University,Shanghai,200241,China)

机构地区：[1]华东师范大学法学院,上海200241

出　　处：《全球教育展望》2020年第4期3-14,共12页Global Education

基　　金：国家社科基金重大项目“社会主义核心价值观的司法贯彻机制研究”(17VHJ008)的阶段性研究成果。

摘　　要：学习自由是受教育权的核心内涵与理论基础,保教一体是受教育权在学前教育阶段的特有外延。学前教育纳入义务教育的最主要特征在于其强制性,这构成对学龄前儿童学习自由的法律拘束,亦是法律家长主义在教育领域的体现。在学前教育纳入义务教育推进过程中,对学习自由的法律拘束必须合法且合理,一方面通过是否必须强制接受学前教育、内容是否确定以及方式是否唯一等维度限缩受教育义务的外延,另一方面规范受教育义务对应的父母、社会和国家等主体的教育职责。在承担论证负担的前提下,立法主体可就学习自由的非核心内容进行法律规制。The freedom of learning is the core connotation and theoretical foundation of the right to education.The unification of kindergarten and childcare centre is a unique extension of the right to education in the preschool education.The most important feature of including preschool education into compulsory education is its compulsoriness,which constitutes a legal constraint on children’s freedom of learning.And it is a manifestation of legal paternalism.In the process of including preschool education into compulsory education,the legal restraint on the freedom of learning must be legitimate and reasonable.On the one hand,the extension of the obligation to be educated should be limited by whether or not it is mandatory to accept preschool education,whether the content is determined,and whether the method is unique.On the other hand,the responsibilities of parents,society,and country in relation to the obligation to education should be regulated.Under the premise of bearing the burden of argumentation,the non-core content of the freedom of learning can be regulated.

关 键 词：学前教育 义务教育 学习自由 受教育义务 

分 类 号：D922.16[政治法律—宪法学与行政法学] G619.2[政治法律—法学]