壹、前言

　　「死刑犯該不該執行死刑」，這個人權問題引起莫大的討論，影響到一個法務部長的去留。同樣的，學生的人權也在近年受到大幅度的強調與重視，但是晚近部分學生生活的散漫、行為的怪誕甚至引起若干教授的批判；相對的，有些教育人員對學生規範的保守心態也引起了學生的反彈，例如「2010/3/15台南女中近2千學生集體「脫褲」抗議事件」。到底學生的人權如何拿捏、人權教育如何進行，是一個值得討論的議題。

　　 人權是人與生俱來的基本權利，不因種族、性別、社會階級等而有所差別，政府或任何團體個人都不得任意剝奪、侵犯，甚至應積極提供個人表達和發展的機會，以達到尊重個人尊嚴及追求美好生活的目標。人權教育就是在幫助我們瞭解「做為一個人」所應享有的基本生活條件，包括生理、心理及精神方面的發展。 本文由中等學校實務來論述人權教育，主要分為三個面向來談：一、教育本質與人權教育；二、學校的幾個人權問題與因應；三、結語。

貳、教育的本質與人權教育的內涵

ㄧ、教育的本質

　　 教育的本質就是開發個人潛能，使其適應社會，得到更好的發展。每個人都有自己的能力，如何讓他的能力得到發揮，快樂成長，學到做人的道理與做事的方法，最後能夠適應社會且有好的發展，這就是教育要發揮的地方。

　　 教育的主體是人。我國教育基本法第二條條文：「人民為教育權之主體。教育之目的以培養人民健全人格、民主素養、法治觀念、人文涵養、強健體魄及思考、判斷與創造能力，並促進其對基本人權之尊重、生態環境之保護及對不同國家、族群、性別、宗教、文化之瞭解與關懷，使其成為具有國家意識與國際視野之現代化國民。為實現前項教育目的，國家、教育機構、教師、父母應負協助之責任。」，這些明白指出教育的目的與學校該負之責任，並提及對人權之尊重。

二、人權教育

　　 人權與生俱來，可以說人權是人之所以為人的「尊嚴」。但是現在有人認為只要自己喜歡有什麼不可以，太過重視爭取自己所謂的人權而妨礙他人的人權，忽略了別人亦有應得的人權與尊嚴，這樣的思想態度是不健康的；談人權教育就是要讓大家有健康的人權態度與作為。

　　 人權教育是人權的學習與實踐的教育。人權教育的中心思想是不斷地探索尊重人類尊嚴和人性的行為法則，社會成員從而意識到個人尊嚴及尊重他人的重要性，由此可知，「尊重」是人權的基本概念，互惠的權利與責任，則是公正社會中每個人所應謹守的契約，因此人權教育即是尊重、合作、公正、正義等觀念的教導，進而促進個人權利與責任、社會責任、全球責任的理解與實踐。

參、學校的幾個人權問題與因應對策

學校裡有關學生的人權問題可概分為五方面：

ㄧ、傳統的思想與刻板印象殘存。例如在家庭與學校中，仍有不少人相信「不打不成器」等違犯基本人權的觀念。球隊教練求好心切，對於學生以各種方式進行體罰，雖有家長出面舉發，卻也有家長認同此種教育方式。另外，以成人為中心的教育觀念依然盛行，家長與教師常以「為學生好」為理由，代替或不讓學生聲張權利，沒能提供學生充分的資料，分析學生的特性專長，讓學生自我探索、發現自我特性、適性發展等等。

二、弱勢族群學生沒有獲得充分的照顧。弱勢族群學生在家庭中得不到合理與充分的教養，其狀況延續至學校以致影響到其教育學習。如，家庭暴力、家庭衛生條件或習慣差、家庭對子女教育不重視或無能指導、家庭經濟弱勢者未得到公平的教育機會等等。

三、學校教育不力：無法因材施教、教育資源不足、教育工作者不夠賣力、不適任教師、教育行政的舉措不當……等等，讓我們的學生國中畢業，有許多人基本的學力不足，讓他們在往後的生活中有許多困難。

四、升學主義扭曲了正常教育學習。中等學校教育應當是德、智、體、群、美五育均衡發展，然因為升學優先，學科智育的學習佔據了學生大部分的時間，其他諸如生活體驗、生命教育、藝文學習、綜合活動等的學習被壓抑與排擠。

五、個人的穩私的相關資料沒有獲得適當的保障。學生的資料經常被補習班業者取得，造成困擾使學生人權受損。

因應對策：

一、觀念溝通。透過研習與相關會議對全校教職員工進行人權教育觀念溝通，促使尊重學生人權、重視個人隱私權，特別是教師若能了解人權教育的內涵，以適切的教材與教學策略推動人權教育，再配合適當的經營班級與學校的人權環境改善，這樣必能有助於培育具備人權素養的下一代。

二、推動友善校園，強化軟硬體設施，營造安全、溫馨、無障礙的校園。使學校教育活動建立在關懷、平等、安全、尊重的基礎上，塑造一個溫馨和諧的校園環境，使學生能夠進行快樂而有效的學習。

三、扶助弱勢族群學生學習。提供免費午餐、補救教學，必要時協助安排安全庇護場所，提供心理輔導等。並落實特殊教育及相關服務措施。

四、強化學校生命教育、生活體驗活動、綜合活動課程，讓學生由活動中學到珍惜生命、尊重他人，各方面都能均衡發展。

五、輔導學生成立自治會，鼓勵學生參與學校公共事務，提昇民主素養，並強化法治教育與公民教育。

肆、結語

　　 中等教育階段的學生正由少年成長為青年，這一階段學生的變化最大、可塑性最高，人權教育在此一階段適時、正確的灌輸，從知識、技能、至價值觀的形成，對於習性的養成影響深遠，由此可見中等學校人權教育的重要性。

　　 要做好學校人權教育，學校要先塑造一個適合推動人權教育的環境與氣氛，使學生在真誠關懷且互相尊重的環境中，學習有關人權的知識和行動技能。在日常生活當中，身體力行，養成習慣，能自由的展現自我、接納他人的意見。培養其尊重、包容、關懷他人與環境的行為及態度。

因此，人權教育在學校的落實的具體作法有：

一、學校教職員及家長人權教育觀念的溝通； 二、無障礙學習環境與友善校園的營造； 三、弱勢族群與特殊教育學生的關懷照顧； 四、學校綜合活動、生命教育與生活體驗活動的強化； 五、加強民主法治教育，輔導與鼓勵學生自治會的辦理。

　　 總之，人權教育是以人為本的教育，中等學校如能做到以上的各項作法，則人權教育將可落實於學校教育中，台灣社會也能培育出尊重、包容、公平、正義、關懷的人權文化，建構一個美好的社會。

Middle School Human Rights Education Practice

Yung-Chang Chen Principal, National Jhuolan Experimental Senior High School

First: Preface

“Should the condemned people face the death penalty?” This human rights issue causes great discussion. It affects the fate of Minister of Justice. Similarly, the student's human rights also have received the large scale emphasis in the recent years and have taken seriously. But lately partial students’ sloppy life and weird behavior have caused several professors’ criticism. In contrast, some educators take conservative attitude toward students. It also raises the students’ rebuttals, such as the protest event, taking off the trousers, of nearly 2000 Tainan Girls’ High School students. How on earth to deal with the students’ human rights, how to carry on the human rights education are worth discussing.

Human rights are innate fundamental rights of people, regardless of race, sex, rank, etc. The government or individuals of any group must not arbitrarily deprive, infringe people and even actively provide opportunities for personal expression and development in order to achieve respect for individual dignity and pursue the bright life goal. The human rights education is to help us understand that we, human being, should enjoy the basic living conditions, including the physical, mental and spirit development. This article elaborates the human rights education by the middle school practice, mainly divides into three parts: first—the education essence and the human rights education; second-- school several human rights issues and measures; third-- the conclusion.

Second: The education essence and the human rights education connotation

A. The education essence The education essence is to develop individual potential, to adapt them to the community and to achieve the better development. Each person has his own ability. How to display his capacity, grow up happily, learn the principles to conduct himself and the methods of handling things, finally be able to adapt to the society and have the good development are what the education should play.

The subject of education is the people. Educational Basic Law second clause of our country: “The people are subjects of the educational right. The purpose of education is to raise the people’s sound personality, the democratic accomplishment, law ideas, humanity acquirement, physical fitness, thinking, judgment, creativity, and to promote their respect for basic human rights and the understanding, concern for different countries, races, genders, religions, and cultures in order to be modernized citizens with the national consciousness and the international visual field. Nations, educational institutions, teachers, parents should take responsibility of providing assistance so as to realize the antecedent educational goal.” These clearly point out the educational goal, schools’ responsibility and refer to the respect for human rights.

B. The human rights education Human rights are inherent. We can say the human right is people’s “dignity.” But nowadays some people suppose that as long as they like, every thing is OK. They extremely take seriously to strive for their own so-called human rights, but to hinder other people’s. They neglect that others also have deserved human rights and dignity. This kind of thought and attitude is unhealthy. We discuss the human rights education in order to make everybody have the healthy human rights attitude and behavior.

The human rights education is the human rights study and practice. The central idea of human rights education is to constantly explore respect for the human dignity and the humanity behavior principle. And then social members are aware of the importance of individual dignity and respect for others. It can be seen that “respect” is the human rights basic concept. Mutual rights and responsibilities are the agreement which each person should strictly observe in the fair society. Therefore, the human rights education is the guidance of cooperation, fairness, justice and other concepts and then promotes the understanding and practice of the individual right and responsibility, the community responsibility and the global responsibility.

Third: Several human rights problems in schools and responding measures

In schools, the relevant students’ human rights issues may generally divide into five aspects A. The traditional thought and the stereotyped impression are remaining. For example, in families and schools, many people still believe “spare the rod and spoil the child” and other violations of basic human rights concepts. Team coaches are anxious to have players make great progress by various corporal punishments. Although some parents put forward and expose it, others also approve this educational mode. In addition, the adult-centered education concept is still prevalent. Parents and teachers often take “it is good for students” as a reason, replacing or not letting students disclose the right. Adults fail to offer students abundant information, analyze their characteristics, let them self-explore, find their own specialty and get the adaptive development, etc.

B. The students of disadvantaged groups do not receive sufficient care. The students of disadvantaged groups can not obtain the reasonable, adequate upbringing in their families. The condition extends to schools and affects their study. For instance, students from domestic violence, poor family sanitary, bad habits, families which paying little attention or taking incompetent instruction, the weak domestic economy cannot have fair education chances and so on.

C. Poor school education: Because of being unable to teach students in accordance with their aptitude, insufficient educational resources, non-hard-working educators, unqualified teachers, improper educational administration, etc., our students who graduated from junior high schools lack basic scholastic ability. They have a lot of difficulties in the life later on.

D. The attitude of thinking nothing but entering a higher school distorts the normal educational learning. Middle school education should be moral, intellectual, physical, social and aesthetic---round developed. Because entering a higher school first, the intellectual learning occupies students most time. Other learning, such as life experience, life education, arts study, integrated activities or something else, is suppressed and squeezed.

E. The relevant data of personal privacy has not been properly protected. The data of students is frequently obtained by cram schools. It causes students distress, resulting in damage to their human rights.

Responding measures: 1. The idea communication: Communicate human rights ideas to the school staff through workshops and relevant meetings. Urge to respect the student human rights and esteem the personal privacy right. In particular, if teachers can realize the connotation of the human rights education by the appropriate teaching materials and teaching strategies, and with the suitable class management, the school human rights environment improvement to cultivate the future generation with the human rights accomplishment.

2. Impel the friendly campus, strengthen software and hardware facilities, create the safe, warm campus without obstacles. Make the school educational activities based on caring, equality, security and respect. Mold the warm, harmonious campus environment. Enable students to have joyful and effective study.

3. Assist disadvantaged groups to learn. Provide free lunches, remedy teaching. If necessary, help to arrange the safe asylum; offer psychological counseling and so on. Implement the special education and relevant service measures.

4. Strengthen the school life education, life experience activities, the integrated activity curriculum. Let students learn to cherish life, respect others and balance various developments.

5. Counsel students to establish the autonomy. Encourage them to participate in the school public affairs. Promote democratic accomplishment. Enhance the education of laws and citizens.

Fourth: The conclusion

Secondary education students are from teenagers to grow into young people. In this period, students’ change is the greatest and their plasticity is the highest. If the human rights education at the right moment can be correctly inculcated from knowledge, skill, to the values formation, the impact of habit cultivation is far-reaching. So we can see the importance of human rights education in middle schools.

In order to complete the school human rights education, the school must first mold a suitable environment and atmosphere to promote the human rights. Let students learn about human rights knowledge and action skills in the environment of sincere concern and mutual respect, so that in daily life, they can carry out by actual efforts, form the habit, freely display themselves, and accept others’ opinions. Cultivate students’ behavior and attitude of respect, tolerance, caring for others and the environment. Therefore, the concrete approaches of human rights education in schools are as follows:

1. The school staff and parents communicate the concept of human rights education. 2. Create the barrier-free learning environment and friendly campus. 3. Care for disadvantaged groups and special education students. 4. Enhance integrated activities, life education and life experience activities in schools. 5. Strengthen the education of democracy and law. Counsel and encourage students to set up the autonomy.

In short, the human rights education focuses on human being. If middle schools can achieve the above mentioned measures, the human rights education will be implemented in the school education. Taiwan society can also cultivate the human rights culture of the respect, tolerance, fairness, justice and care. Construct a beautiful society.