人類的政治與日常生活內容存在於公共領域和私領域中，隨著社會的自由化與民主化，公私領域也對教育產生影響。本研究把公共領域視為政治生活的空間，人們在其中通過彼此的共同經驗來討論各種議題。私領域則是涉及自身關係與親密關係等內容，其發展與公共領域有密不可分的關係。本研究重新描述了Dewey教育理論中的經驗與民主等概念，且針對其中的不足之處，企圖以公私領域的概念加以充實之。研究者主要從四個部分的分析來重構Dewey的理論：一、增加生活經驗的多樣性；二、社會化與個性化的兼顧；三、公共與私人的民主生活；四、民主教育的自主與團結。根據上面的分析，最後研究者對Dewey的教育理論提出了四點建議：第一，把公私領域的概念融入Dewey的經驗理論中，使人們注意到在經驗的連續性及交互作用中，存在那些公共與私人生活的複雜關係；第二，重申個性化和社會化必須兼顧的重要性；第三，瞭解各種團體的互動關係能使共同生活更為完善；第四，把各種公共與私人的關係納入考量中，將有助於彰顯出完整的人類生活面貌。 / The politics and daily life of human lay both in the public and the private sphere, along with the liberalization and democratization in the society, the public and the private sphere also bring about influence on education. The study treats public sphere as the realm of political life. In the realm, people discuss various subjects with their associated experiences. The private sphere involves self and intimacy relations, their development have inseparable relevance to public sphere. The study redescribes the concepts of experience and democracy in the Dewey’s educational theory, and attempts to enrich his shortage with the concept of the public and the private sphere. The Author reconstructs Dewey’s educational theory by four points: Adding the variation of life experiences, giving equal attention to socialization and individualization, public and private democratic life, autonomy and solidarity of the democratic education. Accordingly, the author proposes four suggests to Dewey's educational theory: Firstly, if people want to understand the complexity of the public and the private life, they need to integrate the public sphere and the private sphere into Dewey’s experience theory. Secondly, reiterating the importance of the individualization and the socialization must be given equal attention. Thirdly, understanding the interactive relationships in various associations could cause to a better associated living. Fourthly, it will be helpful to show a complete human life by taking all kinds of the public and the private relation into account.

敵人刑法的概念早在1985年由 Jakobs 教授首次提出，經過一段時間後，敵人刑法在學界廣受討論，然而批判的聲音卻大於贊同！敵人刑法並非Jakobs憑空創設出了什麼法令，而儘是Jakobs就現有的法體例觀察後，做一個描述並予以命名。 本論文第二章將Jakobs一系列對敵人刑法的文章予以仔細釐清，第三章則以「符合敵人刑法概念」的德國相關法制做介紹，另一併檢視我國相關法制，是否有符合敵人刑法的規定，並論述其正當性。第四章則以針對批評敵人刑法文章中的論點，予以論述並探究，這些批評的基礎和Jakobs提出敵人刑法的基礎是否相同，若有不同則須加以釐清。 2001年911恐怖攻擊事件後，敵人刑法開始受到刑法學界的青睞，甚有論者認為可以用敵人刑法來對抗恐怖主義的論點，本文對此加以探討以一個「概念性的敵人刑法」對抗恐怖主義究竟有無效用，並於最後提出對於敵人刑法及其相關法制的評述及一己之見。

在大多數人的日記經驗中，藏匿、上鎖、被偷窺後的憤怒總是如影隨形，因為所有說不出與不能說的秘密，都被寄情於日記之中。然而隨著網路普及，越來越多的基本生活需求可藉由網路滿足後，傳統的紙本日記也開始轉以網路作為記載與儲存的媒介，成了任何人都可公開遊賞的園地。 / 本文基於研究者本身在網路日記社群三年來的親身書寫參與經驗，以「愛情國小」作為主要研究場域，除了以日記作為文本分析的對象外，並深入訪談重度使用者以及退用者，以瞭解使用者如何處理既公開又私密的網路日記書寫。本文自日記在東西方的歷史發展出發，先行定位私密在日記中扮演的角色，再輔以從社會心理學層面對秘密本質的探討，來重新探討公開與私密的問題。最後以Goffman分析日常生活之人際互動的戲劇理論為本，佐以社會學中的陌生人理論，解析人們如何在公開的網路日記裡進行表演，其間的變與不變。 / 顛覆了傳統紙本日記之私密形式的公開網路日記，之所以能為日記書寫者接受或喜愛，無非是它既能滿足日記書寫的基本需求，同時又能在日記書寫之餘創造與他人社交互動的樂趣。雖然紙本日記「自我忠實紀錄」之要素，必須仰賴將他人隔離的秘密形式才得以達成，但日記書寫者仍是企圖向日記中想像的對象揭露公開，解決秘密無處可訴的焦慮。而網路日記不僅隔離了現實生活中的親友熟人，更進一步為日記書寫者帶來了能提供積極聆聽，並能給予回應互動的具體觀眾。這些網路上似近實遠、似遠實近的陌生人，讓網路日記書寫者願意公開與之分享私密自我，並且無須擔憂網路日記紀錄的後台面向會對現實生活之前台演出造成破壞。換言之，網路日記既有公開面對觀眾、在意觀眾反應的前台特性，亦有自現實生活前台角色解放、呈現私密自我的後台性質，實則為一結合了公開與私密、前台與後台之「私密自我的展演」的中間地帶。因此，網路日記書寫者只能透過訊息管道的操弄與分寸拿捏，隨著與不同觀眾間親疏遠近的關係變化，揭露不同層面或程度的私密，且更進一步控制與不同觀眾間的心理距離。 / Diaries, on which personal matters are inscribed, are defined as a literary form that is written for oneself and therefore are kept privately, some even locked up, to avoid prying. However, the privateness, the distinguishing characteristic of diaries, has abated since the prevalent internet has become one of the media of storing content of diaries. The study is to investigate how diary writers coping with the conflict between the privateness and publicness in online diaries. / This study is based on the personal online diary writing experience of the author for three years in "Love School" ( http://love.youthwant.com.tw), the field of this study. The interviews with nine persons, including heavy users and dropouts that had ever been indulgent in Love School, are the main qualitative analysis material with some online diaries for textual analysis. / Beginning from exploring the changes in the nature of diaries both in eastern and western history, the study proceeds with probing to the characteristic of secrecy to comprehend that diaries inherently are both public and private. Moreover, Goffman's theory of human interaction in daily life and Simmel's of strangers offer steppingstones to detail the features—interacting and sharing intimacy with others unknown—of writing diaries on public internet. / Briefly speaking, the prevailing phenomenon of online diaries reveals that making diaries public can satisfy the needs of recording private life and of social contact simultaneously. Despite that traditional diary is kept away from anyone to ensure frankness, all the diary writers indeed still reveal themselves in it to some object(s), real or imaginary. Online diaries not only can exclude, if writers want, people who know them in person, but also bring in the unlimited audience with real feedback. Since the audience is composed of strangers, somehow far enough not to reach online diary writer's everyday life but virtually close to see his/her innermost, the online diary writer doesn't have to be anxious about the destruction of frontstage performances in everyday life, caused by backstage behaviors in diary being revealed. In other words, online diary is a frontstage as well as a backstage, that is, a middle region, where the division of the public and private is blurred. In online diaries, diary writers are able to disclose private selves hidden from frontstage role playing while audience¹s gaze and applause, absent in backstage, is all around. To reconcile the conflict between publicness and privateness, online diary writers master in manipulating information accesses and discretion. Therefore, they can disclose different aspects and degrees of privacy to various audiences according to various relationships, and can be the dominators subsequently to control psychological distances between them.