摘要
在社会关系频繁变动的背景下,编纂教育法典宜从总则入手分步进行。作为教育法部门归属的判断标准,较稳定的特点决定了法律关系应成为编纂教育法典总则的主线。由于社会教育权的发展改变了国家教育权的垄断局面,教育主体随之扩展为教育主管部门、学校、教育者、受教育者、监护人、社会主体。教育法律关系围绕教育行为这一客体表现为权利-义务和权力-责任,由此呈现出民事和行政双重色彩。因此,编纂教育法典总则不仅需要基于教育法律关系的内部结构,社会教育权作为教育法律关系复杂化的关键,也必须作为构造总则的维度之一,最终总则可由基本规定、法律主体、权利与义务、国家教育权、社会教育权、法律责任六部分组成。
Under the background of frequent changes in social relations,it is appropriate to codify education code in steps,starting with general provisions.As a criterion for judging the attribution of education law sectors,the characteristic of stability determines that legal relationship should be the main line of codifying the general provisions.The development of the right of social education has changed the monopoly of the right of state education,the educational subjects have been expanded to include educational authorities,schools,educators,educatees,guardians,social subjects.The educational legal relationships are centered around the object of educational behavior as rights and obligations,power and responsibility,thus presenting the dual characters of civil and administrative.Therefore,the codification of general provisions requires not only the internal structure of educational legal relationship,but also the right of social education as one of the dimensions,the right of social education is the key to the complexity of educational legal relationship.The general provisions of education code may eventually consist of basic rules,legal subjects,rights and obligations,the right of state education,the right of social education and legal responsibilities.
作者
张杰
唐远雄
Zhang Jie;Tang Yuanxiong
出处
《中国教育法制评论》
2022年第2期104-114,共11页
Chinese Educational Law Review
基金
国家社会科学基金2018年度一般项目“平台组织发展的社会基础及对社会创新的启示研究”(18BSH107)
中央高校2021年基本科研业务费专项资金项目“情理在刑事裁判中的作用机制研究”(211zujbkydx024)的阶段性成果
关键词
法律关系
教育法典总则
国家教育权
社会教育权
legal relationship
the general provisions of education code
the right of state education
the right of social education
作者简介
张杰,兰州大学法学院讲师,研究方向为法学理论;唐远雄,兰州大学哲学社会学院教授,研究方向为组织社会学。
