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「発達保障」「発達権」「学習権」論を練り直す視点 (発達保障論の諸相と課題)

Viewpoints for revising the concepts of "guaranteed development," "right to development," and "right to learn"

Japanese (日本語)

障害者問題研究

31(2)

109-116

全国障害者問題研究会

2003-08

2020-12-23

「全面発達の理念」を平等論に加えて自由論にも位置づけ，「個人の自由や自己実現」の社会的保障の重要性を指摘している碓井敏正氏の哲学的な思索から，個々人の全面的に開かれた自由な発達を保障する方向で「発達保障」論を練り直す示唆を得ることができる．少年法の分野では，服部朗氏が「発達権」を社会権と自由権からなる複合的な権利として提起している．日本国憲法第26条の「その能力に応じて，ひとしく教育を受ける権利」も，第13条の「個人の尊重，生命・自由・幸福追求の権利の尊重」の視点を加味して，一人ひとりの全面的に開かれた自由な発達の必要に応じた学習への権利として理解されるべきであろう．Based on the philosophical concept of Professor USUI Toshimasa that "the idea of full development" should be discussed not only from the viewpoint of equality but also of freedom and that social security for "freedom of individuals and self-realization" is important, we can revise the concept of "guaranteed development" to "guaranteed full and free development of individuals." In the area of juvenile law, Professor HATTORI Akira has proposed that the "human right to development" is a complex array of social rights and liberal rights. "The right to receive an equal education corresponding to ability" described in Article 26 of the Constitution of Japan should also be understood as the right to learn corresponding to the need for full and free development of individuals, from the standpoint of "respect for individuals and consideration of the right to life, liberty, and the pursuit of happiness" guaranteed in Article 13.

liberal rights (civil liberties) and social right

学術雑誌論文