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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2026年04期

页码:

80-86

栏目:

国际与比较教育

出版日期:

2026-08-20

文章信息/Info

Title:

From Luther’s Religious Call to Modern Constitutional Right: A Genealogical Study of the German Doctrine on the Right to Education

作者:

申素平 曹秀福

中国人民大学 教育学院

Author(s):

SHEN Su-ping CAO Xiu-fu

School of Education, Renmin University of China

关键词:

受教育权; 《论送子女入学的责任》; 《魏玛宪法》; 《德国基本法》

Keywords:

right to education;  A Sermon on Keeping Children in School;  Weimar Constitution;  German Basic Law

分类号:

D911

DOI:

10.14138/j.1001-4519.2026.04.008007

文献标志码:

A

摘要:

受教育权的产生经历了漫长而曲折的历史过程，德国于此提供了重要的比较法范本。研究以马丁·路德1530年《论送子女入学的责任》、1919年《魏玛宪法》及1949年《德国基本法》为核心坐标，系统考察德国受教育权学说从思想滥觞到宪法权利确立的历史谱系。其演进历经三次关键范式转换：路德在宗教改革中打破教会对教育的垄断，赋予其神圣与世俗的双重目的，并强调父母“责任”与政府“权力”，但其本质仍是基于神学和国家利益的“义务”；《魏玛宪法》首次将教育义务写入宪法，却受法律实证主义与“转换理论”桎梏，该条款被视为不具备直接法律效力的“纲领性指示”；《德国基本法》在战后法哲学反思中，通过确立基本权利的“客观价值秩序”地位，经由联邦宪法法院的司法实践，成功推导出公民受教育的“主观权利”。该演进逻辑揭示了受教育权中观念变革与制度建构的互动机理，为现代教育法治研究提供了历史镜鉴与理论参照。

Abstract:

The emergence of the right to education has undergone a long and tortuous historical process,for which Germany provides an important example in comparative law. This study systematically traces the historical genealogy of the German doctrine of the right to education—from its nascent conceptualization to its establishment as a constitutional right—by centering on three pivotal coordinates: Martin Luther’s 1530 treatise,A Sermon on Keeping Children in School, the 1919 Weimar Constitution, and the 1949 German Basic Law.Three critical paradigm shifts mark its evolution. First, during the Reformation, Luther shattered the Church’s monopoly on education, endowing education with a dual sacred and secular purpose and emphasizing parental duty and governmental authority. The essence of education, however, remained an obligation rooted in theology and state interests. Second, the Weimar Constitution incorporated the educational obligation into constitutional law for the ?rst time; however, constrained by legal positivism and the “transformation theory,” the provision was regarded as a “programmatic directive” lacking direct legal effect. Finally, forged in post-war re?ections on legal philosophy, the German Basic Law established the status of fundamental rights as an o“bjective order of values,” from which the Federal Constitutional Court, through its judicial practice, successfully derived a citizen’s s“ubjective right” to education. This evolutionary logic reveals the interactive mechanism between conceptual transformation and institutional construction that underpins the right to education, offering a historical mirror and theoretical reference for contemporary research on the rule of law in education.

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更新日期/Last Update: 2026-08-20