从教养式矫治到修复式教育:未成年人矫治教育的理念更新与范式转换

From Upbringing Correction to Restorative Education:Conceptual Renewal and Paradigm Conversion of Corrective Education for Minors

最新立法中专门矫治教育替代收容教养制度不仅体现出未成年人教育矫治的制度转型,其背后更体现出从教养式矫治向修复式教育的理念更新与范式转换。受特殊预防论决定,未尊重未成年人特殊性的教养式矫治理念长期占据主导造成未成年人矫治教育实践出现社会排斥、公众信任危机、社会撕裂风险等问题,本质上体现出未成年人保护视野和修复式教育逻辑的缺位,因此,在最新刑法修正背景下,应向修复式教育进行逻辑和范式转换。修复式教育在发生学意义上由修复社会的司法理论与教育修复的未成年人保护需求决定,并受恢复性司法和受害人保护的理论基础交叉影响。未成年人修复式教育依据修复层次分为规范修复、受害修复和矫治对象修复三大机制,为保障其实现应建立受害方全流程参与的制度。

In the latest legislation,the special correctional education replacing the detention and rehabilitation system not only reflects the institutional transformation of education and correction for minors,but also reflects the concept renewal and paradigm shift from upbringing correction to restorative education.Decided by the theory of special prevention,the concept of upbringing correction that does not respect the particularity of minors has long been dominant,resulting in such major problems as social exclusion,public trust crisis,and lack of victim protection in the practice of education and correction for minors.All this reflects the absence of vision in providing protection for minors and the logic of restoration education.Therefore,in the context of the latest criminal law amendments,a logic and paradigm shift should be made to restorative education.Restorative education is determined by the background of civil society and the needs of humanization and socialization in the genetic sense,and is cross-influenced by the theoretical foundation of restorative justice and victim protection.Juvenile restorative education includes three major mechanisms in terms of the level of restoration:i.e.,norm restoration,victim restoration,and corrected object restoration.To ensure its realization,a mechanism system should be established for the victim s full-process participation.