论人权教育中的五个统一  

On the Five Unities in Human Rights Education

作　　者：武小川[1] WU Xiao-chuan(School of Law,Central China Normal University,Wuhan Hubei 430079,China)

机构地区：[1]华中师范大学法学院,湖北武汉430079

出　　处：《廊坊师范学院学报（社会科学版）》2023年第3期109-115,共7页Journal of Langfang Normal University(Social Sciences Edition)

摘　　要：人权教育是人权发展的重要内容和动力。中国人权教育起步较晚,国民人权意识较为淡薄。人权教育长期以来重视人权成就的现状宣扬,忽视了人权成就的历史发展;强调中国人权的特殊性,缺乏对人权普遍性的关照;相关普法内容以公民义务为主,对公民权利的涉及相对较少;教育的专业性和社会性不均衡,针对性不强;教育形式以宣教为主,与现实生活结合不够紧密,缺乏趣味性。为此,中国人权教育应当关注人权演进的历史性与发展性的统一、人权内容的普遍性与特殊性的统一、人权行使的权利性与义务性的统一、教育对象的大众性与针对性的统一、教育方式的科学性与趣味性的统一。Human rights education is an important content of and driving force for human rights.Human rights education in China started relatively late,and people’s awareness of human rights is relatively weak.For quite a long period,human rights education has put emphasis on advocating of the current achievements of human rights,while ignoring the historical development of human rights achievements;emphasizing the particularity of human rights in China,but lacking attention to the universality of human rights.The content of law popularization is mainly on civic duties,with relatively little related to civil rights.the professionalism and social nature of human rights education have been unbalanced and not highly targeted;the form of human rights education is mainly of publication and education,which is not closely integrated with real life and lacks interest.For the above reasons,human rights education in China should pay attention to the unity of historical evolution and current developmental of human rights,the unity of universality and particularity of human rights content,the unity of rights and obligations in the exercise of human rights,the unity of general demands and special demands of educational objects,and the unity of scientific education methods and interesting education methods.

关 键 词：人权 人权教育 权利 普遍人权 人权课程 

分 类 号：D92[政治法律—法学]