第一章概論：研究意義與目的；研究方法、資料蒐集選用；及研究範圍。 第二章韋柏官僚組織理論和共黨官僚組織觀點：意義界定與韋柏官僚理型；共產主義 官僚組織觀點；韋柏對共產黨官僚觀批判。 第三章中共官僚組織特質與病象：毛澤東思想中的官僚制度；制度化的爭扎；中共官 僚組織病象。 第四章中共官僚組織問題之解決與比較：中共所行之解決辦法；中共官僚組織與西方 之比較。 第五章結論。

經濟學派對資本主義內在問題的認識不清，造成其錯失業問題的錯誤理解。將經濟發展與失業問題混為一談，誤以為經濟發展就能解決失業問題。事實上，失業人口與產業後備軍的存在，正好方便資本主義的再生產。認識上的錯誤，非但無法解決失業問題，反而是造成更多的失業人口，並成為資產階級追求超額利潤的理論基礎。正是將資本主義生產方式視為永恆、自動均衡的完善系統的世界觀，所以在政策上與理論上便受限於這樣的世界觀。而不思考其他的可能性，這也是資產階級意識型態的侷限性。本論文從馬克思政治經濟學批判的研究出發,有別於主流經濟學,對台灣的失業問題從不同的立場與世界觀來思考>

本研究旨在探討台灣電視產業中，商品為何、商品的特性、商品的生產過程，以及與生產結構間的對應關係。本研究採行批判的傳播政治經濟學視野，對台灣四十餘年來的電視事業進行考察。研究結果指出，電視事業中的商品，首要應為節目本身，而台灣的電視節目的首要消費者，是廣告業主而不是觀眾。同時因為國民黨時期無線三台特殊的經營體制，形塑本地節目製作業的特性：規模小、業務人員為公司主要人力。導致台灣節目的廉價化與廣告化，不論在三台寡占市場時期，或衛星電視頻道百家爭鳴時期，皆是如此。 / My objective is to find out the commodity in TV industry in Taiwan, and figure out the characteristics of the commodity, the production process, and the relationship between the commodity and the production structure. Therefore, I studied the TV production process in Taiwan for 40 years from an critical political-economy perspective. At the end, I figure out that the commodity in TV industry is programmers, and the very first consumer of this commodity is advertisers rather than audiences. Because of the special operate model of three main TV broadcasters protected by KMT, TV program producers are small and poor, and they spend too much time in maintain the relationship with advertisers and TV managers. After all, TV program in Taiwan looks like advertisement and the quality of it is low end. No matter the market is monopolized by the three main broadcasters, or opened for hundred of satellite channels, the circumstance are all the same.

本研究旨在探討高中生的教師品格教學、父母品格教養、批判思考能力、品格信念及品格行為之關係。研究參與者來自台北縣市公立高中二、三年級，有效樣本計538人。本研究採用的研究工具包括「品格行為量表」、「品格信念量表」、「品格教學行為量表」、「父親品格教養行為量表」、「母親品格教養行為量表」及「批判思考測驗—第一級」（CTT-Ⅰ）。資料分析所用的統計方法包括描述統計、單因子多變量變異數分析及線性模式分析。本研究主要發現如下： 1.就學校教師而言，大多身兼導師的國文、英文、數學科老師，對高中生品格影響最為深遠；就一般對象而言，母親及父親對孩子的品格影響最大。 2.不同性別的高中生在品格信念及品格行為上均有顯著差異：在品格信念方面，女生顯著優於男生，尤其在「責任」、「關懷」及「公民性」等指標的信念；在品格行為方面，女生亦顯著優於男生，尤在「值得信賴」、「公平」「關懷」及「公民性」等指標的表現。 3.不同年級的高中生在品格信念及品格行為上沒有顯著差異。 4.不同父母的教育程度的高中生在品格信念及品格行為上沒有顯著差異。 5.高中生品格信念及品格行為會相互影響：亦即品格信念程度愈高者，其本身品格行為表現愈好；品格行為表現愈佳者，擁有的品格信念程度愈高。 6.教師的品格教學行為對高中生的品格信念及品格行為有顯著效果，亦即知覺教師品格教學程度愈高者，其品格信念也愈強，品格行為表現程度也愈佳。 7.父母的品格教養行為對高中生的品格信念及品格行為有顯著效果，亦即知覺父母品格教養程度愈高者，其品格信念也愈強，品格行為表現程度也愈佳。 8.高中生批判思考能力對品格信念和品格行為沒有顯著的正向效果。 9.就高中生品格行為發展之子模式而言，教師品格教學行為及父母品格教養會互動之後，分別對品格信念及品格行為產生直接和間接的影響，且品格信念和品格行為間會相互影響。 最後，本研究依據上述的研究結果進行討論，並提出相關建議以供教師教學、父母教養及後續研究之參考。 / The main purpose of this study was to explore the relationships among teachers’ character teaching, parents’ character parenting, critical-thinking abilities, character beliefs, and character behaviors of high school students. The participants included 538 students sampled from six high schools in Taipei City. The employed instruments in this study were the Inventory of Character Behaviors, the Inventory of Character Beliefs, the Inventory of Character Teaching, the Inventory of Father’s Character Parenting, the Inventory of Mother’s Character Parenting, and the Critical-thinking Test, LevelⅠ. The employed analysis methods included Descriptive Statistics, One-Way Multiple Analysis of Variance, and Structural Equation Modeling. The main findings of this study were as follows: 1.As for school teachers, Chinese, English and Mathematical teachers who usually serve as tutors had the greatest effect on the high school students’ character development; as for general subjects, mothers and fathers had the most profound effect on the high school students’ character development. 2.There were significant gender differences on character beliefs and character behaviors. Specifically, the females outperformed the males in character beliefs, especially in “responsibility”, “caring”, and “citizenship”; moreover, the females outperformed the males in character behaviors, especially in “trust worthiness”, “fairness”, and “citizenship”. 3.There were no significant differences on character beliefs and character behaviors between the second graders and the third graders. 4.There were no significant differences on character beliefs and character behaviors among the three parents’ educational levels. 5.The relationships of character beliefs and character behaviors among the high school students were bi-directional. In other words, those who had stronger character beliefs performed more character behaviors and those who performed more character behaviors had stronger character beliefs. 6.The teachers’ character teaching had significant effects on the high school students’ character beliefs and character behaviors. Specifically, those who perceived higher degree of character teaching had higher character beliefs and performed more character behaviors. 7.The parents’ character teaching had significant effects on the high school students’ character beliefs and character behaviors. Specifically, those who perceived higher degree of character parenting had stronger character beliefs and performed more character behaviors. 8.The high school students’ critical-thinking abilities had no positive effects on their character beliefs and character behaviors. 9.In terms of the Model for the development of high school students’ characters, teachers’ character teaching and parents’ character parenting interactively influenced, both directly and indirectly, the high school students’ character beliefs and character behaviors; meanwhile, character beliefs and character behaviors influence each other. Finally, the researcher proposed some suggestions for educational instructions, parental upbringing, and future studies.

本文設定出三個研究目的 1.觀點建構：為了重新評估新聞敘事的生產與接受過程，我們基於社會真實建構論與James Carey所說的「溝通之儀式觀點」，進而提出敘事表演論，即敘事正是儀式表演。這裡，本文基於「社會空間一劇場空間－文本空間」的類比，進而主張敘事表演的背後程式和社會結構的運作邏輯密切有關。 2.理論建構：為了有系統性的探討整場敘事表演所展現的意義，同時提高閱聽眾的「批判的語言警覺性」，本文按照四個表演構成因素之間的關係網，區分了三種意義場域：「人際意義」(言者一聽者)、「理念意義」(故事主角)、「文本意義」 (舞臺場景工程)。據此，本文分別建構具體的理論工具箱，以期不但識別出文本上的微觀物理線索，即語法證據一如「語態」、「詞彙語域」、「社會行動詞」、「言說標誌詞」等；且進而尋繹出敘事所努力完成的意義網路和意象建構，即語用途徑－如「直示中心轉換模式」、「敘事轉換模式」、「引語文體」等。 3.實際應用：使用該語言工具箱來實際分析新聞範例－ 「97年台電核廢料案」，探討台/韓新聞媒體針對同一個社會事件，運用怎樣的象徵資源，如何再現言者對該議題的觀點位置，如何設定故事主角的形象與理念，又如何實現其報導內容的連貫性與事實性。對此，本文再細分成底下主要問題：(1)言者的觀點立場透過怎樣的語言用法和策略裝置展現在敘事新聞中？；(2)針對同一個故事，台/韓兩方的新聞版本所再現的理念圖像有什麼異同？；(3)針對同一個故事，台/韓雙方的新聞版本如何重說以塑造出敘事流程的一致方向？ / Is the press news a mirror of reality or constructed reality? In this debating epistemological approaches, we are based on latter as well as on the perspectives of “narrative as ritual performance” ,which is in the contextual mood of textual-oriented critical discourse analysis. From the view of media function of ‘reality-definition’, and also with socio-cultural anthropological perspectives, we are assumes that news is not reality itself and not information transfer too, but socially constructed multiple realities through social interaction on a ‘stage’ by various social actors as performers, either they are on ‘frontstage’ or ‘backstage’. In other words, in this study we attempt to reintroduce performative model into the discourse-textual analysis in media studies, and therefore propose that news is a mediated collective ritual performance in which we are both a performer and a participant, who have function of the “double subjectivity” in the context of news making and its reading. This study essentially also have a basic concern with the cultivation of what Fairclough called ‘critical language awareness’, in other to reflectively reconsider the problems of ethnocentrism and the webs of power-knowledge which can be inscribed in the form and content of ritual performance. And now, what is “narrative performance”? Based on Victor Turner‘s notion of performance, i.e. the processual sense of ‘bringing to completion’ or ‘accomplishing’, this study further defines narrative performance as those two connotations: generally speaking, it means “ritual performance of telling-stories in everyday life” and then specifically speaking, it means “all written text or printed text displaying dramatic formats ” which not only represents our interpretation of what is social reality, but also continually performing and reconstructing our collective consensus and affective memories of the historical culture including the context of “here-and-now”. What we want to do in this paper is to articulate and demonstrate the correspondence between social space and textual space which is based upon the analogies of “life-as-theatre” and “symbolic interaction-as-drama performing”. News narrative result of journalist’s convention, their sociocultural context, and the routinalized reporting practice. Through this study, we believe, it would provide a sort of alternative perspective and a set of useful metaphor for searching out new methodological directions in the fields of communication and mass media studies. The main object of this case study is to analyze the narrative structure of the press news on “the issue of Taiwan nuclear waste”, in other to identify the function of reality construction of a ritualized press performance as well as to show the process of image construction which is represented in the textual context of time-space. More specifically four research questions are raised. First, How we should rethink and reevaluate the process and significance of news-making? Second, How does teller‘s position represent in the news narrative by the use of what sorts of language-uses and tactic device? Three sub-questions as follows: a. How dose teller highlight “we-oriented” view points in the news reporting? b. How dose teller dissimulate “they-oriented” view points in the news reporting? c. How dose teller purposefully persuade the audience to be oriented and attached to the story-teller owns attitudinal position? Third, In relation to the given same social events, what is the distinctive differences of ideational pictures re-presented between Taiwan and Korean version of news story? Forth, In relation to a original newspaper article, how Taiwan and Korean press distinctively retelling or re-performing the story to be construct the thematic coherence of narrative flows ? In other to give answers to these practical questions, this study collected articles of Korean newspaper ‘Joongang Ilbo’ and Taiwan’s ‘United Daily’ and ‘China Times’, each dealing with the case of ‘nuclear waste’ which have drawn a firestorm from South Korea after Taiwan and North Korea had made the Jan. 11, 1997 deal of nuclear waste. To analysis these news articles, this study systemically build a set of analysis methods and several types of research-tools focusing on three categories of meaning-field, that is, fields of interpersonal meaning, ideational meaning, and textual meaning. Interpersonal meaning field including two types of tool or cues, that is “modality” and “deixis” by which to explore the process of image constructing of teller-audience nexus on backstage；in the filed of ideational meaning, there are three tools, that is “registers of lexical categorization”, “social-action-verbs”, and “modes of narrative transposition ” by which to investigate the process of image construction of social actors staged-on；and the textual meaning field mainly based on “discourse marker” and “speech genre(as quotation)” by which to demonstrate the thematic coherence in the semantic and pragmatic levels embodied by the operations of symbolic selection and composition of narrative devices. The above methodological approaches can be illustrated as follows: ┌───────┬──────┬───────┬──────────┬─────────┐ │Meaning-Field │Focus │Relation-Web │Image-Construction │Language-use-Cues │ │ │ │ │ │ │ ├───────┼──────┼───────┼──────────┼─────────┤ │Interpersonal │enonciative │enonciative │teller and listener │modalities deixis │ │ │event │context │ │ │ ├───────┼──────┼───────┼──────────┼─────────┤ │Ideational │episodic │representation│story actor’s │lexical registers │ │ │event │of 'people- │social action │social-action- │ │ │ │world' │ │verbs modes of │ │ │ │relations │ │narrative │ │ │ │ │ │transposition │ ├───────┼──────┼───────┼──────────┼─────────┤ │Textual │symbolic │thematic │selection and │discourse markers │ │ │textualizing│coherence │composition of │speech genres │ │ │ │ │narrative devices │ │ └───────┴──────┴───────┴──────────┴─────────┘ Major conclusion of the study: For the research question 2, we found that teller’s view position was demonstrated in those ‘deictic centers’ as like ‘WHO’, ‘WHEN-WHERE’, and ‘WHAT’ , which served as a sort of mechanism making a tragic spectacle, in other to set up the sympathetic involvement toward “Mr. Yan” as a hero as well as the resentment toward “Taiwan authority” as an antagonist, which is assume to be generated from the imagined domain of Korean audiences. More importantly, we further found that the three types of tactic devices of persuasiveness used by Korean teller which is this: a. to show concrete evidence including critical witness as a vivid symptoms on the could-be-impacts of pollution crisis；b. to evoke universal sense of moral justice；c. to support the technique of punishment. For research question 3, we found that Korean and Taiwan news articles not only shown the differences of representational orders on the ideational picture of the case of Taiwan nuclear waste, but also it supported the fact that, as Mary Douglas argued, ‘ritual of social hygiene’ would be performed when a social communities faced the pollution problems to solves, in order to manages the crisis through mobilizing a sorts of symbolic capitals available to use. we show first that the dominant value of Korean domains on the news issues are standard aggressive patterns of “the program of the witch-hunting” which is based on the ethical politics of environmental protection and the justice of human rights；and second that, compared with the Korean domain’s, Taiwan news narrative demonstrated the distinctive representational order, i.e. “the program of consolation” which is based on lawful and economic ways of thinking. For research question 4, we found that Korean and Taiwan news reporting did not have a distinctive characteristics in the ways of using ‘discourse markers’ to construct local coherence of narrative flow, because both of they are follow basic conventional norms of news writing just as . But, in the other hand, from the aspects of ‘speech genre’, we found that there are differences in the ways of quotation, Korean teller is favor to use ‘free direct speech’ with a discriminating reporting verbs by which highlight the negative aspects of the deal, While on the contrary, Taiwan teller is favored to use ‘indirect speech’ and with a neutral reporting verbs by whichrean teller is favor to use ‘free direct speech’ with a discriminating reporting verbs by which highlight the negative aspects of the deal, while on the contrary, Taiwan teller is favored to use 'indirect speech' and with a neutral reporting verbs by which selecting the good ones and dismilating the negative aspects of the deal.

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本篇論文主要是以藏傳佛教的格魯派所詮釋的中觀應成派思想，來反思Axel Honneth批判理論。雖然兩者都共同關懷如何解決現實的痛苦，都努力提出一個能夠具體解決當前人類不滿的實踐方案，但由於兩者所辨認的痛苦成因有所差異，因此提出了不同的解決之道。本篇論文站在中觀應成派「二諦」的角度，認為Honneth所提出的批判理論並沒有正確地辨認出痛苦的根源「自性執」，而僅僅提出了「世俗諦」層次的解決方案，因而無法真正地對症下藥，從根源之處解決痛苦。 本篇論文企圖論證以下兩個命題：第一，我們必須正確地掌握「作為痛苦的根源的自性執」，如果不透過這個步驟，就沒有辦法根本地解決痛苦。進一步我們應該要了解到，Honneth批判理論本身也是自性空的，否則一個企圖解決痛苦的理論資源，本身反而就是增加痛苦根源的一部份。第二，由於「黑格爾左翼的批判理論」所提倡的「具體地提出具有交互主體性的解決痛苦的實踐方案」這個訴求是作為中觀應成派與批判理論的共同關懷，因此，我也企圖說明從「二諦」的觀點出發，並不會與這個基本關懷相衝突，如此一來，就能夠說明以中觀應成派的二諦作為分析基礎，是具有社會實踐的潛力的。 為了論證這兩個命題，本文的章節安排如下。首先，第一章作為導論，說明全篇文章的論證架構。第二章則說明Honneth所定位的批判理論，即「黑格爾左翼」及其重要的概念「內在超越」的意涵。這樣的方法論特別強調了「對當前的痛苦提出具體的實踐性解決方案」的訴求。在第三章中，我把焦點放在Honneth所提出的「為承認而鬥爭」的批判理論模型，主要的目的是概要出承認理論的根本命題。在第四章中，我會討論中觀應成派的幾個主要概念，即「所破」和「二諦」，希望透過這三個概念能夠概要出格魯派思想的核心，並以此為基礎來形成反省Honneth批判理論的基礎架構。第五章則具體地說明「Honneth承認理論各個概念的空性」。我將從中觀應成派的思想中，提取較為相關的討論來進行說明，包括了「『人』無自性」、「『行動與行動者』無自性」、「『貪欲與貪者』無自性」以及「『苦』無自性」等等討論，這些都是對應於Honneth承認理論的核心概念而來。第六章為結論，以前五章的討論為基礎，重新說明上述的兩個命題。 / In this thesis, I want to reflect Axel Honneth's critical theory through Tibetan Buddhism dGe Lugs pa, founded by Tsongkhapa in the fourteen century, who followed and expounded the thought of prAsaGgika-mAdhyamika. Both Honneth and dGe Lugs pa are focusing how to comfort people's suffering realistically and practically. However, by means of the thought of dGe Lugs pa, especially the view of two-truths, we could point out that Honneth's approach would fail to solve the problem causing people's suffering completely, because he did not recognize the real cause of the suffering. In the view of dGe Lugs pa, our suffering is resulted from the innate ignorance in our consciousness which grasps everything as existing truly and inherently. I want to prove two propositions in this thesis: in the first place, I argue that we can't really comfort our suffering completely unless we recognize the true cause of the suffering, the ignorance of seeing things inherently existing, and transform it rightly by means of understand that everything is empty of inherent existence without exception. I will reflect Honneth's critical theory and find that all essential concepts of his theory of recognition are empty of inherent existence. Secondly, I argue that if we rightly understand dGe Lugs pa's thought, we would not abandon the goal of practically resolving the problems causing people's suffering, which is the common interest of Axel Honneth and dGe Lugs pa. In order to prove these two propositions, I arrange the thesis into six chapters. The first chapter is the introduction to the thesis's main arguments. The following two chapters focus on Honneth's critical theory: in chapter two I will illustrate the so called " left-Hegelianism", by this concept Honneth emphasis the critical theory which is directed to diagnosis the social pathology, and accordingly transform it practically through social praxis; the third chapter will elaborate the model of "struggle for recognition", which is founded by Honneth to revive the left-Hegelianism critical theory at the present time. In chapter four I will illustrate some essential concepts of dGe Lugs pa, including the concept of svabhAva, two-truths and bodhicitta. Through these illustrations I want to found the tool for pointing out the misrecognition of the cause of suffering in Honneth's critical theory, and explain the dGe Lugs pa's alternative solution to the problem causing people's suffering. In fifth chapter, some reasoning using for proving the emptiness of inherent existence will be expounded, the concepts which we want to show empty of inherent existence are: "I", persons, actor, act, suffering, the person who suffers, desirous one and the desire. These concepts are those essential for Honneth's critical theory. By means of understanding the emptiness of these concepts, we will understand those concepts Honneth used for constructing his theory are empty of inherent existence. In chapter six, the conclusion of this thesis, I will use the resources illustrated in above five chapters to restate the two propositions arguing in the introduction.

狄爾泰的詮釋學理論承接史萊馬赫詮釋循環整體與部分相互補充預設，並重視對作者心理的解釋，以及作者生命脈絡、背景知識的掌握，將作品視為生命表現，並與生命整體相關聯。同時他也將詮釋學與奠定精神科學的基礎的嘗試連結，將詮釋學作為精神科學重要的知識論、方法論。 然而狄爾泰的詮釋理論不只是精神科學的認識論。除了以體驗、表現與理解三個概念中除了說明了精神科學的研究對象和範圍，有關理解如何得以可能，狄爾泰將人視為歷史的存有，不但研究歷史、創造歷史並且接受歷史在我們身上的作用，我們的理解能力同樣受到歷史而決定的。狄爾泰以客觀精神肯定理解者與被理解者之間的共同性，並以效果關聯來說明理解個人與外在環境的互動關係。理解活動不是僅將作品、文本視為他人的生命表現，企圖以重建創作過程客觀地理解作品；藉由理解他人生命表現同時也檢視自己的生命，同時在理解過程中也將自己的體驗移入，如此成為從生命理解生命的生命詮釋學。 本文以歷史學派、康德與史萊馬赫作為狄爾泰生命詮釋學的準備，並以客觀精神與效果關聯作為理解的前結構，從體驗、表現與理解三個概念來說明狄爾泰詮釋的豐富內容。以高達美在《真理與方法》中對狄爾泰的批評為反對立場，最後嘗試以狄爾泰自己的理論來回應高達美的批判。

教育，是透過學生持續社會化的過程而形塑社會的重要機制。教育，為未來世代參與社會變遷預作了準備，並有助於社會發展。尤有甚者，教育使學生們意識到他們的權利。我們可以在各個教育階段裡引入人權教育。但是，小學階段的社會科教育對青少年的人權概念發展是具有決定性意義的。對此階段的學生而言，教師的引導以及人權教育的教學對清楚理解人權概念是相當關鍵的。針對教導學生深思熟慮的方法、人道與明智的價值、理性與批判的思考，人權教育教學可以是有助益且有效途徑。因此，本研究目的是在人權教育的脈絡下，評估社會科教師並探究他們的教學法。而本研究之研究問題是：（1）台北與新德里小學社會科教師在他們人權教育的價值、信念、態度與觀念脈絡下，理解人權教育教學的方式為何？（2）台北與新德里小學社會科教師在人權教育的教學實踐為何？（3）在台北與新德里小學社會科教室中，有意與無意的教學內容為何？（4）在人權教學的過程中，台北與新德里小學社會科教師所面臨的難題與阻礙為何？（5）可能存在一種可以應用在不同教育背景的普遍性人權教育教學嗎？因此，本研究針對台北與新德里小學，分別進行兩組各三位六年級教師及其班級的探究。 本研究發現，教師是人權教育成功實行的重要關鍵。教師必須對人權有熱情與承諾；教師必須尊重學生做為個體的權利；人權教育必須有情境脈絡的特殊性；《世界人權宣言》可以做為人權教學的普遍標準；此外，聯合國與國家政府的角色亦關係重大，因為他們提供人權教育結構與資金。最後，值得一提的是NGOs 與INGOs 的角色越來越重要，他們有必要在橫向與縱向上拓展他們的網絡。 / Education is an important institution that shapes our society through continuous socialization of pupils. It prepares future generations to participate in social change and contributes to society’s development. Moreover, it makes pupils aware of their rights. Human rights education can be introduced at all levels of education. The elementary level Social Science education is crucial for the development of the concept of human rights among adolescents. For the pupils of this age group, the guidance of teacher and the pedagogy of human rights education are critical for a clear understanding of the concept. The pedagogy of human rights education can be a useful and effective way of inculcating deliberative methods, humane and judicious values, and rational and critical thinking among pupils. The present study is an attempt to assess social science teachers and explore their pedagogy in the context of human rights education. The issues that the present research intends to raise are: (1) How the pedagogy of human rights education is perceived by Social Science teachers of the elementary school of Taipei and New Delhi in the context of their values, beliefs, attitudes, and ideals of human rights education? (2) How is the pedagogy of human rights education of Social Science teachers of Taipei and Delhi put into practice? (3) What is taught in human rights education in the social science classrooms of Taipei and New Delhi intentionally and unintentionally? (4) What are the problems and obstacles faced by Social Science teachers during the process of teaching human rights? (5) Can there be a general pedagogy of human rights education, which can be applied across different educational settings? The issues are examined with two sets of three teachers of sixth grade and their classes in elementary schools of Taipei and New Delhi. The findings of this study suggest that the agency of the teacher is crucial for successful implementation of HRE; that a teacher has to have passion and commitment for HR; that the rights of students as individuals must be respected by the teacher; that HRE must be context specific; that the Universal Declaration of Human Rights can be used as a universal standard to teach HR; and, finally, that the role of UN and national government is crucial. These two institutions provide with the framework and funding for HRE. Last, but not the least, the role of NGOs and INGOs is gaining importance by the day and that they need to expand their network, both vertically and horizontally.

從邏輯實證主義到巴柏的科學哲學再到孔恩的科學革命，本文從這一連串科學哲學的發展出發，先就科學哲學方法論做一個基本的論述，再以其中巴柏的科學哲學作為討論法律解釋的基礎，其中包括法律的客觀性、否證法在具體疑難法律概念的運用，最後提及法律進步的相關問題。 對於客觀性的追求，巴柏認為並不在於認識的結果本質上能達到真理性，這是因為歸納法上的休姆問題無法解決，所以我們必須放棄對於理論的證實（verifiable）夢想，而改以否證的方式進行理論的檢驗。當一個理論通過愈多次否證的考驗，就會成為一個暫時被接受的理論，而這些暫時性的理論並非沒有錯誤的可能性，因此理論認識的結果應建立在對於各式理論合理的討論可能性（discussibility）與批判可能性（criticibility）上，而客觀性就是理論在批判中所建立起來的一種似真（truthlikeness）或逼真（verisimilitute）。 如果將巴柏所謂的客觀性，具體使用在法學中，法律解釋的客觀性，亦可以被認為建立在互為主觀的討論可能性與批判可能性（inter-subjective discussibility or criticizability）上，此時確保客觀性的科學方法是透過「科學方法的公共性格」（public character of scientific method），或是「科學方法的社會面向」（social aspect of scientific method）來加以觀察的，科學知識的增長就在於這樣公開地批判與討論中，透過經驗的檢驗或是駁斥，不斷成長累積與增加。 具體能夠實施這樣科學方法的場域，亦即能夠促使理論置於一種開放的批判空間，巴柏認為必須在一個開放社會才能達成，在開放的社會中，可否接受批判被當作是理性的標準。開放社會的成員會積極、自由地進行批判以改善他們所處的位置，而巴柏心中認為最適合開放社會的政體就是民主政體，唯有民主政體才能寬容多元。