摘要
教育法法典化的基本功能和基本路径,是我国基于现有教育法制体系实现教育法法典化创新中的基本问题。教育法法典化的基本功能是体系化,它具有目标与前提的二重辩证属性。体系化具有形式功能和实体功能之分。当代主要国家教育法典基本形态承载的形式功能与实体功能的权重不尽相同,导致体系化功能的实现程度在法典化汇编与法典化创新的概念谱系中有所差异。通过比较借鉴他国教育法典的基本形态,总结借鉴我国《民法典》编纂的创新经验,以达到对教育法法典化基本功能和基本路径认识的深化。探寻我国教育法法典化的基本路径,应以实现法典化创新中的体系化功能为目标,通过对教育法法典化顶层设计和底层逻辑基本问题的研讨,凝练贯通教育法典逻辑体系的基本价值、立法原则与核心要素。
In the codification innovation of education law based on the existing education legal system in China,the basic function and path of codification are the two basic concerns. The basic function in codification of education law is systematization, which has the dual dialectical attributes of goal and premise. The systematization has a formal function and a substantive function. The weight of formal and substantive functions carried by the basic form of education codes in major contemporary countries varies, resulting in differences in the degree of realization of the systematization function in the conceptual spectrum of codification compilation and codification innovation. With comparing and reference of the basic forms of foreign education codes and summarizing the innovative experience of the Civil Code, it helps to further understand the basic function and basic path of codification in education law. To explore the basic path of education law codification, it is expected to aim at realizing the systematization function in codification innovation, condense the basic values, legislative principles, and core elements of the education code logic system by discussing the basic issues of top-level design and underlying logic of education law codification.
作者
秦惠民
王俊
Qin Huimin;Wang Jun(Graduate School of Education,Beijing Foreign Studies University,Beijing 100089,China)
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2022年第5期28-39,共12页
Journal of East China Normal University:Educational Sciences
基金
全国教育科学“十三五”规划2020年度国家重大课题“新时代提升中国参与全球教育治理的能力及策略研究”(VDA200004)
中央高校基本科研业务费专项资金资助项目“美国教师法修改与发展走向研究”(2020JJ032)。
关键词
教育法典
教育法法典化
法典化逻辑体系
国家教育权
受教育权
education code
codification of education law
codification logic system
state’s authority on education
right to education
