教育體制與價值：影響都會區校園人權政策推廣之因素

Educational Systems and Values: Factors Affecting the Dissemination of Human Rights Policies in Urban Junior High School in Taiwan

本研究目的在了解影響台灣人權教育與校園人權實務推行的因素。研究者根據訪問家長會長、教師、教育行政人員與人本教育推動者得到的資料，討論個人取向自我觀及華人階層社會取向自我觀的價值如何影響人權教育與校園管理實務。研究者推論階層社會取向價值觀影響多數家長與教師的價值觀念與對教育的期望，台灣的教育體制則配合多數家長的期望而設計，兩者互動的結果形成自我運作的超穩定結構並抵抗平權與個人取向的人權教育與管教實務。研究者在討論中主張建構符合華人社會取向價值規範的人權觀念，以對話漸進的方式改革人權教育與實務。

The present study explores the factors that may impede the dissemination of human rights policies in the urban junior high school system in Taiwan. A bicultural self context approach was used to analyze the literature and the data obtained from interviews with teachers, parents and administrators of junior high school. We propose that hierarchical social oriented values inherited from Chinese traditions and the present educational systems that correspond to these values might impede teachers from accepting equal rights and individual-oriented human rights education. A radical change of our current education system toward equal rights and an individual-oriented system may not be possible. Instead, a dialectical approach that involves both parents and teachers is recommended.