| 摘要: | 隨著時代潮流的演進，人權在民主先進國家中，受到了政府及法律所給予的保障，在世界人權宣言第一條即明示「人人生而自由，在尊嚴上和權利上一律平等。他們賦有理性和良心，並應以兄弟關係的精神相對待」，彰顯了人權的本體思想；而在我國，民主的深耕確保了人民應有的權利，然於2000年政黨輪替之後，陳水扁總統在就職演說中，更進一步的宣示人權立國的理念，也讓我國的人權步入了另一個新的階段。 然而，政府在政策上以人權做為治國的基礎，但在根本的教育工作上，人權教育卻又未能深耕校園，教育改革將人權教育議題納入中、小學九年一貫教育課程規劃內，卻在文憑及升學主義的壓力下，使人權教育在中等學校中形成斷層，學校致力於學科能力測驗之施測科目鑽研，忽略了教育學生維護自身權益與尊重他人權利的重要，因而衍生許多校園及社會問題，侵害人權的個案未減反增，甚至連教師都在不自知的情況下，成為了侵犯人權的黑手，從近期校園中所發生之教師不當體罰、校園鬥毆、性侵害等個案即為明證。 人權非政府組織在維護人權的工作中，揭露了社會中欺壓弱勢以及忽視人權之事實，在人權教育的推廣上，運用非正式教育的手段，提供社會大眾瞭解人權的管道，並透過與教育部合作，積極辦理校園人權教育師資培訓以及參與教材的編審，以期使人權教育得以深耕校園，但由於人權非政府組織推廣人權教育的過程中，未能與中等學校間互動合作，以致無法深入校園探究人權教育成效不彰的原因，進而採取因應對策。本文旨在探討人權非政府組織在推廣校園人權教育中，應與中等學校建立何種協力關係？如何透過學生事務處（以下簡稱學務）的機制作為交流平台？其可行性如何？期望藉由本研究之結果，激發教育當局與人權非政府組織重新思考中等學校人權教育施行的方向，以彌補現行九年一貫教育體系中所出現的斷層，讓學生能夠吸收及學習多元的、廣泛的及正確的人權概念，以使人權教育得以深耕校園，進而擴展至社會各階層，進而實現人權立國的理想。
Following the proceeding of the times, human rights have been protected by governments and laws in democratic countries. The Article 1 of the Universal Declaration of Human Rights clearly states that ‘all human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood,’ which indeed manifests the essential idea of human rights. As far as Taiwan is concerned, the continuing progress of democracy had assured the rights all Taiwanese people should have. Moreover, when the Democratic Progressive Party (DPP) became the ruling party in 2000, the idea of a country run by human rights was further declared in President Chan, Shui-Bian’s inaugural speech, which also indicates a new era for Taiwan’s human rights progress. Although the Taiwanese government has clearly adopted human rights as the foundation of how to run this country, education on human rights and related issues have not been correspondingly implemented in Taiwan's fundamental education. The official educational reformation does include the education on human rights into the Nine-Year Compulsory Curriculum (six years of elementary plus three years of junior high school); however, a gap, in terms of education on human rights, resulted from the pressure of acquiring diplomas or higher education entries also exists in Taiwan’s senior high school education, which attaches great importance to discipline-related proficiency instead of teaching students to protect their own rights & interests as well as respect other people’s rights, and such drawbacks have caused quite some problems within the campus and the society. The number of human rights violation cases has been increasing, because even teachers have, without knowing it, become the invisible hands that violate human rights. All those improper physical punishment, campus fights, sexual harassment, etc., lately happening within the campus are concrete proofs. In terms of human rights protection, NGOs have exposed the facts that bullying the minorities and overlooking human rights do exist in our society, they have popularized the education on human rights and provided the general public with channels to realize what human rights are by means of informal education, and they also have worked with the Ministry of Education on cultivating human rights teachers and compiling and reviewing teaching materials. It is expected that the education on human rights can be eventually deeply rooted within the campus; however, due to the poor interaction and collaboration between senior high schools and NGOs during the process of popularization, the actual factors causing failure in implementing the education on human rights have never been thoroughly investigated, let alone corresponding strategies. This research aims at probing into questions, such as “What collaborative relations between NGOs and senior high schools should be established?” “How to make use of the Students’ Affairs Office (“Students’ Affairs” in short) mechanism as the platform for interactions and how does it work?” and hoping its outcomes can be able to have the education authorities as well as NGOs rethink the directions for implementing the education on human rights in senior high school education so that the existing gap can be sealed, students can be equipped with diverse, extensive, and correct human rights concepts, the education on human rights can be deeply rooted within the campus then all social classes, and eventually the dream of a country run by human rights can be realized. |
