受教育人权理念的嬗变:基于国际组织的经验  

The Evolution of the Concept of Human Rights in Education:Based on the Experience of International Organizations

作　　者：祁占勇[1] QI Zhan-yong(College of Education,Shaanxi Normal University,Xi'an,Shaanxi,710062,PRC)

机构地区：[1]陕西师范大学教育学部,陕西西安710062

出　　处：《西北师大学报（社会科学版）》2024年第3期63-71,共9页Journal of Northwest Normal University(Social Sciences)

基　　金：全国教育科学规划2022年度国家重点课题“国际比较视野下职业教育社会认同的提升策略研究”(AJA220023)。

摘　　要：受教育权作为一项基本人权,对人的发展与完善具有奠基作用。20世纪中叶以来,联合国教科文等国际组织发布了有关受教育人权的系列报告,受教育人权理念经历了从“注重学会生存技能”“赋能学习化社会”到“增进全球共同利益”“重新构想教育社会契约”的嬗变,凸显了受教育人权理念内涵不断深化的政治逻辑、经济逻辑与文化逻辑、教育逻辑,充分体现了受教育人权理念对个体乃至人类命运共同体的深切关照。在充满不确定性的未来,我们在制定教育法的过程中,需要充分吸纳不断发展变化的受教育人权理念的丰富内涵,以真正保障公民受教育的权利,从而充分发挥教育的潜能与价值。As a basic human right,the right to education plays a fundamental role in human development and improvement.Since the middle of the 2oth century,UNESCO and other international organizations have issued a series of reports on human rights in education.The concept of human rights in education has experienced changes from"focusing on learning survival skills","enabling a learning society"to"Ensuring knowledge as a global common good"and"Rethinking the social contract of education",which highlights that the concept of human rights in education has continuously deepened the political logic Economic logic,cultural logic and educational logic,it also fully reflect the deep care of the concept of educational human rights for individuals and even the community of human destiny.In the uncertain future,with the continuous change of the concept of educational human rights,we should fully absorb its rich connotation into the formulation process of education law,so as to truly protect citizens'right to education,and give full play to the potential and value of education in the future society.

关 键 词：受教育人权 生存权 学习化社会 共同利益 社会契约 

分 类 号：G511[文化科学—教育学]