教育是否為基本權利？其內涵為何？這是一個常被討論的問題的角度及取向也十分不同。本文主要目的則是希望經由正義理論的討論，來了解教育做為基本權利的意涵為何？由於作者選擇之正義理論的理論家多為從根本的正義性問題出發，並系統性的解決社會及政治之正義性問題。因此，透過這些理論的討論，更能突顯出受教育權與其它社會正義問題之位階順位問題。作者選了四位自由主義的理論者，Hayek, Rawls, Dworkin, Nussbaum等四種正義理論，討論了由出生到進入社會關係中所產生的不平等關係及解決不平等關係的正義原則。由這些理論的討論，作者認為教育權所觸及的是相當根本的正義問題，尤其是國民義務教育。由Nussbaum的能力取向觀點啟發，教育是維持個人平等關係及讓一個社會可以良善的重要基礎。基於此，國民義務教育不應該只是一個形式機會的取得，而是一種最終及實質能力的取得。在此原則下，國家有責任及義務確保公民實質的取得這樣的能力。 We all know that the ‘right to education’ is a fundamental right warranted by constitutions in many countries. But what are the contents of educational right and its relevance to other rights? How is it being weighted in terms of justice? These are the questions that the author tries to answer. For these purposes, the author chooses four justice theorists (Hayek, Rawls, Dworkin, and Nussbaum) and systematically and thoroughly examines their fundamental assumptions of justice in order to position the educational right in the ‘good’ and ‘just’ society projected by these theorists. With the inspiration of the Nussbaum’s capability approach, the author concludes that the educational right shall be the fundamental right prior to other rights and shall be enforced substantially. The guarantee of the educational right, not a formal equity of education, will enable citizens to compete fairly in the society, fulfill their citizen duties, and establish a just society. For these reasons, the state is obliged to guarantee the fundamental education of the citizens.
