人權在國際政治中所扮演的角色不僅涉及到國家與其人民之內部問題，更影響一國的外交政策。本文藉由四種國關理論的探討：現實主義、理想主義、新自由制度主義、馬克思主義，對於人權的觀點進行分析與研究。次就東西方文化間的差異，探究國際人權建制的形成對於國際政治的發展及國家固有的主權觀念造成何種衝擊與挑戰。相較於西方強調天賦人權，以儒家思想為主流之中國傳統文化標榜群體之和諧，此種將個人與群體視為一體之想法，使中國強調社會整體利益。中共強調其提倡人權之目標在於促進社會進步，而非僅係單純在於保護個人之權利。本論文針對毛澤東、鄧小平、江澤民以及胡錦濤四個時期之中共領導人，就其對人權議題之主張進行進一步之分析和比較；其中，國際環境的結構性因素，係中共推動數次國內人權政策調整暨修正的重要變數，而美國則是主導或介入其中的樞扭性關鍵。另一方面，雖說自推動改革開放以來，中共已擴大和國際社會之接觸，積極地加入國際組織與人權建制，然而，若仔細探究北京政府背後真正的動機，仍與「國家利益」脫離不了關係。基於主權至上的思考，中共反對假借保護人權之名而行干涉內政之實的人道干預行動，更對由美國或西方國家發起、主導的干涉行為抱持負面之評價；而西方世界，特別是美國，則認為中共強調應由「文化相對主義」出發來發展人權的論述，實為中共政權為其人權惡名尋求辯解之藉口。 / Human rights in international politics play the role not only in the sector of the relationship between states and their people, but in the division of foreign policy deeply. This thesis through four kinds of theory (Realism, Idealism, Neoliberal institutionalism and Marxism) in international relations analyze and research the issue of human rights. Secondly, depending on the gap between the culture of occident and orient, the author explored impacts and challenges which originate from the developments of international politics and states’ inherent knowing of sovereignty by international regimes. Comparing with western states which accentuate natural human rights, the traditional culture that has been influenced on the Confucian in China emphasize the according thinking. This thinking considered that individual and universal are the one without difference, under this way, China propose that the goal of human rights is to promote social progress, not to only protect the rights of individual. The thesis focus on Mao Zedong, Deng Xiaoping, Jiang Zemin and Hu Jintao, all of them are the CCP’s leaders in the different period, researching and comparing their policies of human rights; through this way, the author found that international system, the structural factor, is the momentous variable in pushing China promotes and modifies its human rights policy, and America, the very point, take the predominance in the sector. On another hand, after the Reform and Open door policy performing, China although has engaged in international society more than before, joined together with international organizations and regimes of human rights; however, in light of the motive behind the Beijing carefully, we can know the China’s behavior still can’t leave without national interests. On the basis of national sovereignty, China against any hypocritical pretext like humanitarian intervention or human rights protecting, because these have possibility for western states, especially the America, to adopt the action for intervening its domestic affairs. But in the view of western states, the United States plays the leading role, think that “cultural relativism” and the conception of human rights from it are the sophism for PRC escape from the notoriety in human rights protection and practice.

由M. McLuhan「地球村」與聯合國「世界鄰居」概念所洞見出世界的新景象，可讓人覺察到各國日益綿密之聯結。此種快速發展、且彼此牽動的網路系統，在國際間思想和價值傳遞上的影響更是迅速於過往，當我們將台灣目前的教育人權置於此一脈絡下檢視，更可發覺在國際人權法典的普世價值下，是必然要面對與追尋的道路－本研究計畫企圖以教育人權的哲學和法性格論證為分析基礎，演繹國際人權法典的教育概念與保障，對照台灣的教育法保障，進而反思全球普遍性價值與台灣在地價值的轉化。本研究論文擬以六個章節進行，先就國內現況、教育法學需求與普世化內涵疑義作為研究問題意識，從教育人權的脈絡與理論基礎開始理解，詮釋國際人權法典中的教育涵義，進而比較台灣教育人權法制中的現況與轉化，以後兩者為分析的兩大軸線，綜合論證各層面之癥結問題。嘗試就教育哲學與教育法學的跨領域對話方式建構出人權教育實踐的整全面向。 / From the concepts of global village by M. McLuhan and our global neighborhood by UN, the connections of ideas and values between nations are closer than ever. Under the influence of globalize tendency, this research tries to take philosophy and jurisprudence of the right to education as basis, analyzes the educational concepts from the international bill of human rights and comprises to the education law in Taiwan. This research, contains six chapters, begins from the critics to universal human rights and present education law in Taiwan, following by the historical development and theories of the right to education, and then analyze to international bill of human rights which connect to education. Lastly, with the intercources between the educational philosophy and law, this study provides full ranges of stretigies in emplementing human right education.