【作者】 李亚娟；

【导师】 肖周录；

【作者基本信息】 西北工业大学 ， 思想政治教育， 2018， 博士

【摘要】 中国自1986年开始自上而下的普法教育,以五年为一个周期,时至今日已经进入“七五”普法,但普法三十余年效果却远未至预期。法治现代化是中国社会必然的选择,而法治国家、法治政府和法治社会一体的法治中国也是执政党确立的依法治国的建设目标。中共中央十九大报告也指出“人民在民主、法治、公平、正义、安全、环境等方面的要求日益增长”,而在“生产力水平显著提高,但发展不平衡不充分等问题更突出”的情况下,法律乃至社会的法治就更为重要,因此“提高全民族法治素养”也是法治教育持续深入的动力。但是法治教育要进一步展开必须进行反思,同时要借鉴有益而成功的经验。中共的法治教育历史可以回溯至井冈山时期,涵盖井冈山时期、延安时期、共和国初期与普法时期四个阶段。论文选取延安时期与普法时期的法治教育进行重点研究,中国共产党在延安进行区域执政的实践,颁布大批条例与法令,同时在陕甘宁边区推行法律并开展社会教育,是革命时代的社会秩序重建,服务于战争时局下的政治需求。1970年代末中国开始法制建设,并于1986年开始五年一次的普法教育,同样是执政党在社会动荡后的秩序重整,服务于改革开放、建立法治社会的政治需求。二者都是在受传统中华文化影响的民众心理上,用受西方法律规则影响的法律制度来重建新秩序。从法治教育视角出发,延安时期的政治活动、司法实践与社会教育中蕴涵着朴素的法治教育理念与方式,是法治教育的隐性存在;其培养主体意识的法治教育理念,融入式法治教育内容,多样化的法治教育方式都值得当代法治教育借鉴。普法教育既有延安时期中共执政思维与经验的延续,又面对法制建设大发展,而民众法治意识未能相应跟进的局面,从“一五”普法到“七五”普法已经持续三十余年,民众知晓了权利,也开始追求法治秩序,但自上而下灌输教育与条文教育的模式,忽视了法治社会的形成需要法治文化的土壤,同时知识教育的理念也导致普法教育未能实现知法守法的目标。普法时期的法治教育取得了一定的成就,公民的权利意识增长而维权行动也伴之而起,法律也因为权利话语彰显而相应变化,但公权力主体的法律意识却未能跟进,依然固守治民心态,仅仅把法治教育作为教化公民守法的工具,未能理解现代法治首先是对公权力进行限制,以保护私权利,因此产生大量冲突并导致政府权威与司法权威不足,进而导致公民对法律丧失信心。此外对象化、知识化与形式化的法治教育导致法律本身工具化,虽然权利意识觉醒,法律的工具性价值被张扬而蕴涵在法律背后的法治价值却被忽视,导致法治认同不足,因而知法却未必守法,守法却未必信法。在对普法时期法治教育进行反思,对延安时期法治教育进行借鉴,并参考美国法治教育实践后,明确当代法治教育的内涵为:其是以自由、平等、民主、公正等理性法治文化为基础的一种教育活动,遵循现代法治理念,着力于培养公民的现代法治素养,以及对法律的认同与信任。现代法治教育的目标应为通过主体意识培育、法治价值认同、法治精神培育实现人的法治化,进而实现社会的法治化。法治教育的内容应包含宪法教育、人权教育、权利为本、程序正义四个方面,从知识教育转向价值教育,侧重法治精神与价值的培养。而要实现法治教育的目标,则必须改变主客体的法治教育关系,以平等主体间的交往关系进行的法治教育过程,有助于主体自主性的养成、民主平等精神的塑造,通过主体间的理性交往,实现主体的法治化。法治教育作为价值教育,必须回归生活世界,遵从价值教育的规律,从“教育即生活”与“生活即教育”出发,主体的法治化是主体全方位地参与法律生活,在参与中主体性、主体意识、法治意识得到成长,也有助于建立法律认同、重塑司法权威。法治教育过程通过三个途径实现,首先是系统的校园法治教育,除了师资专业化,还应将法治教育内容融入多学科,以侧重内隐认知的方式螺旋式展开,并注重校园法治文化氛围的培育;其次法治教育应从限制政府公权力入手,在内外力作用下重塑政府公信力和司法权威,通过实践理性为民众塑造守法典范,在民众内心建立起对法律的认同和信任;最后法治教育要在全社会展开,而其实现途径必然应是整个生活世界的法治化,在生活中认识法律,在生活中实践法律,对法治的认识需要实践理性的过程,对法治的信任是实践理性的结果,生活世界法治化正是法治教育实践理性的过程。更多还原

【Abstract】 China’s popularizing-law education began in 1986,till now it is the seventh “five-year” popularizing-law.But popularizing-law for more than thirty years had not achieve expected effect.The law-related education has made some achievements during the popularizing-law that the citizens’ awareness of the rights increases and rights activists are also accompanied.So the law also changes accordingly because of increasing of the rights.But the public authority’ legal awareness did not follow up that they still stuck to the mentality of the people,only thought the law-related education as a tool for educating citizens to abide by the law.It is necessary to reflect on popularizing-law education in order to effectively carry out the Law-related education,at the same time to learn from the useful and successful experiences.The history of law-related education of the Communist Party in China should be traced back to the Jing’gang’shan period,covering the four stages of the Jing’gang’shan period,the Yan’an period,the early Republic and the popularizing-law period.In the paper,the study of law in Yan’an period and the popularization process were carried out.The Communist Party of China carried out the practice of regional administration in Yan’an,promulgated a large number of regulations and decrees.At the same time,the implementation of laws and social education in the Shaanxi-Gansu-Ningxia Region were reconstruction of social order in the revolutionary era,To serve the political needs of the war,China began to build the legal system at the end of the 1970 s,with implementation of five-year popularization of law education in 1986,the ruling party set up social order after the chaos,served the reform and opening up,met political needs of law.Both,affected by the public psychology in traditional Chinese culture,adopted the western legal rules affected by the legal system rebuild a new order.From the perspective of law education,the political activities,judicial practice and social education in the Yan’an period contain the simple concept and methods of law education,which is the implicit existence of law education.The educational idea of the subjective consciousness,melting content of educational methods and various law education methods,can be regarded as a model of contemporary law education.In the period of Yan’an,law-related education was not only an expansion of the CCP’s ruling thinking and experience,but also adopted the development of the legal system,and the people’s awareness of law failed to follow up.From "the first five-year" law to the "the sixth five-year",people not only knew the right,but also began to pursue the law order,but from top to bottom instilling the education and educational model ignored that the law society needs the soil of formatting law culture,while knowledge education also led to legal education couldn’t achieve the goal of knowing the law and obeying it.In the course of the popularization of law education,learning from the law education in Yan’an period,and referring to the practice of law education in the United States,the connotation of contemporary law education is that is a kind of educational activities,based on such rational law culture as freedom,equality,democracy and justice,adopt the concept of modern law,focus on cultivating citizens of quality in the modern law,as well as the legal recognition and trust.The goal of modern law education should be to achieve legalization of human through the cultivation of the subject consciousness,the value of law and the spirit of law in order to realize legalization of society.The content of law education should include four aspects,constitutional education,human rights education,rights-based and procedural justice,from knowledge education to value education,focusing on the spirit of law and the value of fostering.In order to realize the goal of law education,it is necessary to change the relationship between the law education of the subject and object,and to carry out the process of law education by the interaction between the equal subjects,which is helpful to the formation of the autonomy of the subject,the shaping of the spirit of democracy and equality,achieving legalization of the subject.Law education as the value education must return to the life and follow the principle of value education.From the perspective of "education is life" and "life is education",legalization of the subject is to participate in legal life in all round,which can develop in the subjectivity,the main body consciousness,legal consciousness,and also help to establish the legal identity,reshapes the judicial authority.The process of law education can be achieved through three ways,firstly,law education in school should be systemized,in addition to the professionalization of teachers,the content of law education should be melted into multi-disciplinary,focusing on spiral of implicit cognitive approach,and cultivating the legal culture,Secondly,law education should be from constraining the public power of the government,under the action of internal and external forces reshape the government credibility and judicial authority,through the practice of reason for the people to create a model of law-abiding,in the hearts of the people to establish the recognition and trust of the law;its way of realization must be the rule of law in the whole world of life,in the life of the law,in life,the practice of law,the rule of law needs to practice rational process,the trust of law is a practical reason As a result,the law in the world of life is the process of rational management of law.更多还原