連哈特人權教育學之探究

連哈特人權教育學深受樂爾斯和平教育學、柯爾保道德誰知發展理理論、杜林格實證法學和瑞爾頓人權教育理論的影響，注重國際人權文獻的分析，關切人權規準的演變，確立人權教育學在教育科學體系中的地位，分析人權教育的課程教材和教學理論，指出教育就是一種人權，重視教育歷程人權的維護和相關人員職前教育人權觀念的培養，對我國人權教育學術的發展提供相當多的啟示。西方有下列幾項目的：（一）探討連哈特人權教育學的思想淵源；（二）分析連哈特人權教育學的理論內涵；（三）評價連哈特人權教育學的優劣得失；（四）說明連哈特人權教育學對台灣教育學術的啟示，以提供我國作為建立人權教育理論和解決人權教育問題的參考。

關鍵字

人權；人權教育；人權教育學

並列摘要

Volker Lenhart's pedagogy of human rights is deeply affected by Hermann Röhrs' pedagogy of peace, Lawrence Kohlberg's cognitive theory of moral development, Karl Doehring's empirical jurisprudence and Betty A. Reardon's theory of human rights education. He emphasizes analysis of international human rights documents and cares about the development of human rights criteria. He is not only to ascertain status for pedagogy of human rights in system of educational science, but also to analyze cuniculum materials and instructional methods for human rights education. For him, education is a human right He emphasizes conservation of human rights and cultivates human rights concepts for relevant peisons in pre-vocational education. His pedagogy has many revelations for Taiwan's development of human rights education. This article has following aims, (1) to discuss thought ancestry of Volker Lenhart's pedagogy of human rights, (2) to analyze theoretical contents of Volker Lenhart's pedagogy of human rights, (3) to evaluate advantages and disadvantages of Voilcer Lenhart's pedagogy of human rights, (4) to explain revelations of Volker Lei, hart's pedagogy of human rights for Taiwan's academia These revelations can contribute to establishing a theory of human rights education and to the solution of problems for human rights education in Taiwan.