【作者】 刘冰；

【导师】 杨颖秀；

【作者基本信息】 东北师范大学 ， 教育学原理， 2007， 博士

【摘要】 在社会主义民主法治国家中,学生权利救济是保障学生权利的客观需要,是构建和谐校园的客观需要,是公民教育的客观需要,是高等教育国际化发展的客观需要。基于学生、高等学校、国家三种立场,学生权利救济的意义与价值和而不同,它们的目的殊途同归,即保障学生权利,建设社会主义民主法治国家。在宪法框架下,学生权利是指学生在学过程中所享有的资格、自由与利益,并可以通过救济实现上述主张,而学生权利救济即是寻求学生权利本身,是对学生权利的促进与保障,它与学生权利相伴而生,因为“有权利必有救济,没有救济就没有权利”。本研究以公民教育在法治社会的意义为背景,探讨宪法下的学生权利问题,并希冀通过事前救济与事后救济相结合的方式立体保障学生权利。本文共分五章。第一章分析高等学校学生权利救济内涵,并对与论题相关的高校与学生的法律关系、学术自由与高校自治问题进行界定。第二章考察高等学校学生权利救济现状,以《俄罗斯联邦高等教育法》为对照检视学生权利救济法律渊源,剖析学生救济权,并结合问卷调查分析学生权利意识。第三章分析高等学校学生权利救济缺位的原因,以文化解释的视角再现学生管理缺乏权利救济的传统,以哲学认识论的视角分析学生主体地位缺失对学生权利救济的思想影响,以公民社会的视角分析学生自治组织空场对学生权利救济的组织影响,以路径依赖的视角分析教育法律渊源对学生权利救济的心理影响,以经济的视角分析学生权利救济的成本影响。第四章从秩序建构的层面,提出再塑高等学校学生权利救济法源体系。认为学生权利救济法源的价值与精神应当体现学生的主体地位,确认学生作为科学研究者与作为学校事务管理者的主体地位。明确学生权利救济法源建构的原则,确定教育“法”的标准,即良法之治及正义之秩序;确定合法性原则,即法律优先原则、法律保留原则;确定合理性原则,即人道主义原则,信赖保护原则,比例原则。在此基础上,重点明确高校规章的法律地位,提出应当对高校规章实施法律监督。第五章从秩序生成的层面,将学生权利救济置于公民教育视野下,提出演进对学生权利救济的意义。教育法源体系从建构到发挥作用经历了争议—对话—和谐的过程。为了实现这一过程,保持学生权利救济法源的创制精神,需要充分发挥包括学生在内的学校各主体的主体作用;需要通过公民教育,使学生具有批判性独立思考的能力,具有正确的权利意识、理性宽容的精神、民主的能力,在学生自治组织立法决策职能的保障下,形成自下而上的学生权利救济模式。最后提出,学生权利救济应走秩序建构与秩序生成并进之路,前者提供制度保障,后者保障制度更新的生命力,并且秩序生成对培养公民的意义重大。更多还原

【Abstract】 It is written in Constitution that student rights means the privileges, freedom and benefits bestowed during students’study experience, which can also be realized by the remedies which is a guarantee and advancing force. The remedies coexist with student rights and goes with it. This article is set in the background of civilization education is our rule-of-law society, and it discusses the issue of student rights in Constitution and put forward that we should guarantee the college student rights through the combination of before-and after remedies.This article is consisted of five chapters. Chapter One analyses the conception of college student rights remedies, and define the related concepts such as academic autonomy and college autonomy, the law relations between college and student. Chapter Two examines the present condition of college student rights remedies, and looked into the roots in reference to“Law of Higher Education in The Federation of Russia”. The author also analyses the student awareness of their rights through questionnaires. Chapter Three analyses the cause to the inefficiency of college student rights remedies, and recall the tradition of student management inefficiency from a cultural perspective, and the impact of lack of student subjectivity awareness from a epistemological perspective, and the impact of absence of student autonomy organization from a civilized society perspective, and the impact of cost of college student rights remedies from an economy perspective, and the impact of law root on student psychology from a remedies pattern perspective.Chapter Four put ward that we should rebuild a college student rights remedy system on institution level. The value and spirit and such a system should reflect the subjectivity of students as scientific researchers and school managers. The system should clarify the principles such as abiding by the education law, justice, trust and protection, and proper proportion. Based on such principles we should highlight the status of college institution and implement legal supervision. Chapter Five discusses the meaning of college student rights remedies in a civilization education perspective. The system of education law has to experience a process of argument-dialogue-harmony. To realize this process we need to develop the independent thought of student through civilization education, correct rights awareness, ration and tolerance, and democracy.更多还原