本論文係從多元文化主義之觀點來探討國民教育階段中的宗教自由。我國憲法第159條規定：「國民受教育之機會一律平等」。然而學生在教育過程中實質的平等受教育機會卻與其文化認同有密切的關係。如果學生的獨特文化認同不能在主流教育體制中受到尊重與接納，連帶的也會影響其學習上的成功機會。而透過對於法律「兼顧容納宗教自由」之案例的反省與分析，本論文引出了「宗教也是一深刻文化認同」之看法。筆者根據此一看法來重新思索宗教與國民教育之關係，並認為在憲法基本權利的層次，為了兼顧容納信徒基於宗教認同所產生之需求，我們必須承認「宗教學生平等受教育的權利」與「父母宗教教育之自由」。然而國家在國民教育階段中兼顧容納宗教自由，除了不應違背「政教分離」原則之外，也應以「民主教育」作為兼顧容納之重要界限。以上述想法為基礎，本論文也於最後具體探討我國的教育規範與教育實踐應如何作出調整，以建構一個兼顧信仰與學習的教育環境。 / This dissertation discussed religious freedom in mandated education context from a multiculturalism perspective. Article 159 of ROC Constitution provides, “The educational opportunities of citizens are equal.” Understood in a subjective sense, equal educational opportunities of students have much to do with their cultural identities. If a student’s unique cultural identity cannot be respected and accommodated in mainstream education system, his or her opportunities to success in the education process will be limited seriously. Through the discussion of cases of “accommodation of religious freedom”, this dissertation tried to propose the view that religion is also a profound cultural identity. Accordingly, the author indicated that in order to accommodate believers religious identity, “the equal educational rights of religious students” and “the freedom of religious education of parents” should be recognized in mandated education context. However, the efforts to accommodate religious freedom should also be balanced by the principles of democratic education, in addition to the requirements of secularism in public schools. Based on the ideas mentioned above, this dissertation reviewed educational regulations and practices in Taiwan in the final section, and proposed the ways to construct a education environment in which both the believers’ needs to learn and to develop religious identity can be respected and attended properly.

國家認同指涉的是涵蓋傳統、語言與政治的整體國家文化，經過學者在各學術領域的討論，此一概念已經變得普遍。既有的研究主要則是對國家認同概念持續建構，以及瞭解個人、團體以及「國家」之間的複雜互動關係。本論文以臺灣為例，嘗試點出歷史與國家認同關係的重要性，並從1895年日本在臺灣開始殖民政策開始，到國民黨在臺灣威權統治期間，再到2000年臺灣的民主轉型之間，瞭解究竟是哪些因素，以及這些因素如何，與何時，對臺灣國家認同的發展產生影響等問題，提供重要的支持點點。其間重要的研究問題也包含究竟國家認同所指為何？以及歷史經驗，諸如日本的殖民統治時期、228事件、白色恐怖、國民當的威權統治，以及2000年之前的民主轉型等，會如影響國家認同的變化？本論文在一開始對認同發展的研究進行一總體式的回顧，接著討論社會、政治與文化認同彼此之間如何互動，以及這些認同如何與前述歷史經驗影響國家認同的發展。在此同時，本文也將評述其他學者對於1895年到2000年之間臺灣民眾國家認同發展的相關研究與論點。 / National Identity, the depiction of a country as a whole, encompassing its culture based on traditions, language and politics. This concept has grown to be common, lectured by scholars from various disciplines. Existing studies have fabricated piece by piece the definition of national identity, to comprehend the complex interaction within individuals, groups and a “Nation”. This paper seeks to provide the importance of the relationship of history on national identity, using the case of Taiwan, also known as the R.O.C (Republic of China). The importance of this research is critical to support how, when, and what variables during the time period of 1895 (Japanese Colonial Period) to 2000 (KMT Authoritarian Rule and Democratic Transition Period) were the main causes for Taiwan’s national identity to evolve. What exactly does national identity refer to? And how do historical experiences such as, the Japanese colonial era, the 2-28 and White Terror period, and KMT’s authoritarian rule and democratic transition before 2000, can systematically cause change? Prior to analyzing Taiwan, we first conduct a general review on the development of identity; the interconnection between the social, political, and cultural identities and how those identities along with historical experiences impact national identity evolution. At that juncture, we will question other scholarly works on the development of people’s national identity from 1895 to 2000 and its impact in Taiwan.