論教育實驗與實驗教育之應有內涵及其法制定位

Connotation and Legal Positioning of Educational Experiments and Experimental Education

就我國法律規範文件而言，「教育實驗」一詞，實遠較「實驗教育」更早出現，且在《教育基本法》中，亦僅有「教育實驗」而無「實驗教育」之用語。及至2014年「實驗教育三法」制定之初，此二項名詞雖有混用，惟2018年渠等專法修正全文後，文本上則均回歸「實驗教育」。相對於此，其他僅屬一般教育實驗甚或非涉實驗概念的法令規範，卻仍同樣採取「實驗教育」或「實驗學校」用語，此除可能形成法令競合，致使人民無所適從甚或恣意依循，亦將無助於妥適達成「教育實驗」與「實驗教育」所預設之既定內涵及教育實益。而為釐清此揭二項法律用語的應有內涵及其法制定位，本研究乃針對相關法制概念邏輯進行體系詮釋與論述分析，進而據此認為：基於維繫《教育基本法》、實驗教育專法與其他相關規範間的整體法律秩序，「教育實驗」因意涵範圍較廣，而應為「實驗教育」之上位概念，且教育相關法制中僅有預設進行整合性實驗者，方得使用「實驗教育」及「實驗學校」之法定用語；否則即應依其屬性，回歸運用與之名實相符的「教育實驗」一詞，甚或不應冠以「實驗」二字。此外，針對實驗教育三法之自身規範內涵，亦有進一步商榷及修正調整的空間。

In Taiwan’s legal framework, the term “educational experiment” predates “experimental education” and is the sole term used in the Fundamental Education Act. When the Three-Type Acts of Experimental Education were initially enacted in 2014, “educational experiment” and“experimental education” were used interchangeably. However, following the 2018 revisions to these laws, the terminology was standardized to “experimental education.” However, other regulations, which merely include general educational experiments or not involving the experimental concept at all, still adopt the terms “experimental education” or “experimental school.” Such a circumstance not only may lead to legal conflicts, confusing the public, or arbitrary compliance but also will not help in achieving the predetermined connotations and educational benefits of “Educational Experiments” and “Experimental Education.” To clarify the appropriate connotation and legal positioning of these two terms, this study employed a systematic interpretation and analytical discussion grounded in the logical framework of the relevant legal concepts. The findings suggested that to maintain the legal supremacy among the Educational Fundamental Act, Three-Type Acts of Experimental Education, and other related regulations, “Educational Experiment,” due to its broader connotation, should be a generic concept. Moreover, education-related regulations state that only those intended to conduct integrative experiments should adopt the statutory terms, “Experimental Education” and “School-Based Experimental Education.” Otherwise, related regulations should align with its nature and adopt the term “Educational Experiments,” or even not use “Experiment” or “Experimental” at all. Finally, the study examined the connotations of the Three-Type Acts of Experimental Education and highlighted areas for potential revision.