论马克思主义人权观

马克思主义人权理论在人类历史上第一次科学地揭示了人权的社会基础、历史特征、阶级实质和法理诉求,为无产阶级和广大人民正确认识人权现象、不断推进人权事业提供了科学的立场、观点和方法。     

论周恩来社会主义人权观

周恩来社会主义人权观以历史唯物主义为理论基础,坚持人权实现必须与国情相结合,人权与主权相统一,个人人权与集体人权相统一,提出人权之和平权、稳定权等国际法原则。周恩来的社会主义人权观以前瞻性与现实性、广泛性与凝炼性、原则性与宽容性三结合为特征,丰富与发展了的马克思主义人权理论,对新时期中国人权事业具科学指导意义。     

论孙中山的集体人权观

本文主要探讨孙中山集体人权观的内容、成因以及深远的意义。认为，顺应中国资产阶级民主革命反帝反封两大革命任务的需要，是孙中山集体人权现形成的政治根源；中国近代经济结构与个体人权观念的隔离和对民权政治的祈盼，是孙中山集体人权现形成的经济根源；中国传统根深蒂固的集体主义观念和“因大而遗小”的思维方式，是孙中山集体人权观形成的文化根源。     

发展社会主义人权事业的指导思想——论邓小平的人权观

邓小平人权思想是在国际政治格局发生巨大变革、中国进入全面社会主义现代化建设时期的历史条件下产生的，是马克思主义科学人权观的继承和发展。邓小平的人权思想体现了中国的国情，反映了中国人民的根本愿望和根本要求。中国人权事业只有在邓小平人权思想的指导下，才能使中国人民的人权得到充分的保障，并不断达到完善     

从中西人权观比较看中国人权的特殊性

2008年西藏拉萨“3·14”打砸抢烧严重暴力事件,使中国人权问题再次成为国内外热切关注的焦点。可见研究中国人权的特殊性有着重大的理论和现实意义。人权就是人依其自然属性和社会本质所享有的和应当享有的权利。从人权的起源人手,进而分析了中西人权观差异,启示我们要建设有中国特色的社会主义人权。     

大学生马克思主义人权观教育探讨

马克思主义人权观教育是大学生思想政治教育工作的必要内容;实践中,要遵循整体性、多样性和客观性原则,要重视大学生的马克思主义人权观教育,要把马克思主义人权理论纳入高校的思想政治教育体系,要借鉴接受理论以把握教育针对性,要善于利用网络以拓展教育途径。     

论建设社会主义生态文明

党的十七大提出,要建设生态文明的社会主义和谐社会,从而把生态文明作为中国特色社会主义理论体系的重要组成部分,作为全面建设小康社会的奋斗目标之一。为此,清晰界定生态文明的内涵,弄清生态文明建设在当前阶段的必要性和现实意义,提出生态文明建设的基本原则措施,对于在全民中树立生态文明观念,积极践行生态的、可持续发展的社会主义和谐社会都具有重大意义。     

论生态社会主义的空想性

本文从政治、经济、革命理论等方面,结合当代生态危机的社会现实,对生态学马克思主义流派的生态社会主义思想进行了分析,指出了其不可实现性,通过分析,能让我们对近年来国际、国内都很热门的生态问题有更深刻的理解.     

论网络对人权观教育的影响

人权问题是当今国内外意识形态领域斗争的一个焦点。由于网络的出现所带来的信息在全球范围内的自由流动，使得人权观教育面临着许多新的问题。人权领域的斗争已从传统的地缘空间转到了虚拟空间；人权观的教育重心由于网络的影响，逐渐由开放的传播方式转变为更为复杂的隐性传播方式。针对人权观教育领域出现的新特点、新形势，传统的人权观教育途径也发生了相应的变化。     

生态社会主义对构建社会主义生态文明的启示

生态社会主义兴起于西方社会的绿色运动,它运用马克思主义的批判精神与思维逻辑,以生态危机为视角,对现当代的资本主义制度进行了深入的分析并进行了批判,主张建立人与自然和谐统一、生态良好的社会主义。构建社会主义生态文明是党中央在新世纪、新形势下提出的又一重大战略决策,同时也是实现和谐社会的必然要求。生态社会主义和社会主义生态文明都主张人与自然、社会的和谐相处,这对于我国构建生态文明有宝贵的启示意义。     

论中国社会主义人权

社会主义、共产主义是为了实现真正彻底的人权。新中国成立 5 0多年来 ,我国社会主义人权事业取得了巨大成就 ,从而使我国的人权状况得到了根本改善。但也存在许多需要加以完善的方面 ,我们要为中国人权事业的进一步发展而努力奋斗。     

浅谈人权入宪后的人权保障

在全国人大十届二次会议上通过的宪法修正案中增加了“国家尊重和保障人权”，使我国的人权保障有了宪法依据，但仅仅有宪法保障是不够的，只有通过推进宪法司法化、构建完备的人权法律体系、设立人权监督和协调机构、加大人权宣传教育力度才能使人权得到切实、充分的保障。     

论人权保护的基本途径

人权保护有三个基本途径：1．人权的经济保护。经济发展是充分实现人权的基础，是维护生存权、促进发展权的直接动力。实施可持续发展战略，是解决贫困问题、维护生存权和发展权的长远的最佳的方略。2．人权的政治保护。国家作为人权保护的主体在人权保护中有重要作用。3．人权的法律保护。有人权的国内法保护和国际法保护两种。     

人权问题的几点思考

当今世界,人权已成为普遍关注的问题,本文拟就人权问题的历史实践,中美围饶人权问题的斗争和人权与主权的关系引发几点思考.     

Tertiary institutions and human rights obligations

One question arising in the context of universities as corporate entities is the reason why being an ‘entity’ is important. One relevant consideration is whether it is necessary or sensible that a ‘community of scholars’ has the status of a ‘corporation of scholars’ because that ensures that the community abides by various obligations, including those based on considerations of equity and rights. This article examines universities as legal entities in light of the human rights framework, with a focus on the right to tertiary education to illustrate the more general question of rights. It does so by setting out, first, the use of legal personhood for corporations generally and universities particularly. Secondly, it notes that the modern international regime for the protection of human rights commenced with the idea that its obligations should rest on all elements of society, including corporations. Thirdly, it point out that the developed regime has a focus on the obligations of states to secure rights, including through ensuring remedies against corporate and other private actors. Finally, the main part of the article examines the substance of the right to education and suggests that its realisation is most likely if there are obligations on universities, which they can adopt themselves.     

简论基本人权

在人权体系中,基本人权的提出、形成、发展和不同时期类型的固定化,是至关重要的价值取向;随着现代国际人权运动的勃兴所带来的基本人权各种态势发生的变化,必须澄清与基本人权相区别的相关概念,以便将基本人权作为切入点,重视确立基本人权获得优先保障的地位.尊重和保障弱势群体的基本人权充分体现了一切人权的本质,必须从立法、政策和实践积极推动当今各国基本人权化和国际人权一体化的进程,最终为实现和谐社会和世界大同打开通道.     

Translating human rights principles into classroom practices: inequities in educating about human rights

The overarching aim of this paper is to explore how key principles inherent in human rights declarations and conventions are translated into practices associated with human rights education within school contexts. It is argued that this translation from discourse to practice opens up the potential for children and young people to encounter inequitable experiences of human rights education, and that this is an ethical issue that needs addressing. Within the paper, human rights education relates to both direct teaching about human rights, and to children and young peoples’ experiences of how school practitioners acknowledge and uphold their rights. In both national and international contexts, knowledge and understanding about school-based human rights education is lacking; this paper aims to address this issue by developing a theoretical framework through which to view human rights education practices within school settings.     

A measure of human rights competence in students enrolled on the International Baccalaureate Diploma Programme

This article presents findings from a larger multiple methods study that explores the levels of adherence and experiences students have of the International Baccalaureate Organization human rights ideals in different school contexts. A three-component model of human rights competence, incorporating identification with all humanity, ethno-cultural empathy, and positive attitudes to human rights, is presented and tested. The findings reveal that identification with all humanity, ethno-cultural empathy, and positive attitudes towards human-rights-promoting values and behaviour act as prerequisites for the intention to act, and for human rights competence. The level of human rights competence can indicate the level of adherence students have to the human rights ideals of the International Baccalaureate Organization.     

The quest for cognitive justice: towards a pluriversal human rights education

This paper turns to the work of the Portuguese sociologist Boaventura de Sousa Santos and explores how a set of concepts he developed over the years may constitute valuable tools in the task of decolonising and pluriversalising Human Rights Education (HRE). Informed by decolonial theory, Santos highlights that the struggle for global social justice is inseparable from the struggle for cognitive justice, namely, the recognition of epistemic diversity. This paper makes a contribution to the efforts that view the pluriversalisation of HRE as inextricable parts of the wider task of decolonising knowledge and education and struggling for social justice.