淺談人權教育的理想、現實與未來

The Ideal, Reality and Future of Human Rights Education

公民老師，是教公民與道德？都在教法條背誦嗎？還是人文社會學科的前導課程？自98年起，指定科目考試將公民與社會科納入，公民科的學習內容自95暫綱一路變革到今日強調素養導向的108課綱，除了教授社會、政治、法律、經濟等多面向的學科知識外，更重視培養學生面對未來社會生活所需的公民素養。審視當今校園、已上路的新課綱，究竟校園是否關心人權教育？未來教學有哪些待突破的難題？因應素養教學，我們可以如何引導學生關注人權議題？筆者將以近年來在人權教育的教學與教材發展經驗，以及教學現場的觀察，提供一些值得關注的面向，期待各界能一同推展校園中的人權教育。

In recent years, promotion of human rights has been seen as an important part of government policy. In order to implement the Convention on the Rights of the Child, nationwide training activities for teachers have been provided. This article asks if we are starting to focus on human rights education on campus; what problems are still present in teaching despite the new syllabus of 2019 and how students can be guided to pay attention to human rights issues. The article also analyzes the school's attitude towards social issues, the space for students to express their opinions, and class management. There is still considerable space for us to make more effort to promote human rights education on campus. In the new syllabus, human rights education is one of the themes for inclusion in Issue-based Curriculum Integration. Although it is not mandatory for each class, it provides the possibility for in-depth exploration of other courses. Finally, based on the experience of their own previous curriculum design and the development of teaching materials, the author develops courses on human rights education with the theme of migrant workers and reflects on the core values of human rights education. It is expected that more and more educators will understand the value of human rights education on campus.