TAIWAN HRJ
 

如何教授人權:以台灣的大學課程為例(英文稿)

作者:雷敦龢(輔仁大學法律系副教授)

摘要:

本文以作者在輔仁大學學士班及東吳大學碩士班所開設的課程為例,討論大學中科學的/專業的途徑以及伊索克拉底人文途徑兩種教育傳統的貢獻與衝突。在論辯死刑存廢的過程中,作者發現,理性的論說雖然有用,但藝術(包括文學)更能改變人的看法。因此,我開設了藝術與人權的課程。在碩士班,學生共同籌劃戲劇演出,其附加的優點是促進團結,若非政府組織能倣效這個作法,應有助於理念的傳播。我同意葛瑞悌的說法,進行人權倡議時應避免傲慢,自認握有全部真理,不容其他人的挑戰。人權倡議者應學習在民主市場中推動其理念,為此,他們需要有適當的修辭工具。與此同時,大學傳遞知識的傳統仍有其必要,因為我們需要知道我們在說什麼,也必須追求真理。
 
不過,這種創新的課程仍受限於既有的大學環境,且必須符合其審核規定。從這點也可明顯看出兩種傳統的衝突。
 
關鍵字:亞里斯多德、伊索克拉底、人權、藝術、教育


Teaching How to Convey the What of Human Rights: University Courses in Taiwan

Author:Edmund Ryden SJ(Associate Professor, Law Department, Fu Jen Catholic University)

Abstract:

In this paper I will take the example of my own teaching of human rights at university level (BA and MA) to illustrate the shift from what John O’Malley (2015) calls the scientific/professional approach of the university to the humanistic school of the Renaissance. It was in arguing against the death penalty that I discovered that while rational arguments are valuable, people are more apt to change their way of thinking owing to works of art (including literature). I subsequently developed a course on rights and the arts resulting in some very creative presentations by students. With a small MA group I found the production of a play served the additional purpose of cementing solidarity and realised that this would be a good way for NGOs to put their point across. With Conor Gearty (2004), I believe that advocates of human rights must avoid the hubris of believing they both have the total truth and others must not argue with that. They need to learn to sell their wares in the market of democracy. For this to be effective they need adequate rhetorical tools. A t t he s ame t ime t he t raditional u niversity a pproach of i mparting knowledge is necessary since we need to understand what we say and to seek the truth.
 
Nonetheless, the combination of the two traditions of education in one course do pose problems, notably in the prosaic demand for student assessment.
 
Keywords: Aristotle, Isocrates, human rights, the arts, education

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