性教育中国家、父母、儿童的宪法关系——以性教育读本争议为例

Constitutional Relations among the State, Parents and Children in the Sexuality Education for Children: Taking the Controversy over Sexuality Education Materials as an Example

儿童的受教育权、人格全面发展权在性教育领域中具体表现为儿童性受教育权、性健康权。儿童在性领域的受教育权与国家的教育权力、父母的教育权经常处于紧张关系之中。回应相关争议问题,需要以整体性视角建构"国家-父母-儿童"宪法关系理论模型。应坚持以三方关系的动态平衡为目标,以个案权衡为方法。性教育中任何一方的权利、权力均不具有通常的优先地位,三者既互为界限,又要理智地合作,孰轻孰重应在具体条件下展开权衡。建构"国家-父母-儿童"宪法关系理论模型,有利于性教育中权利与权力在相互碰撞中得到充分实现。

The child’s right to education and right to comprehensive development of the human personality are specifically expressed in the field of sexuality education as the child’s right to sexuality education and sexuality health. The child’s right to sexuality education, the national sexuality education power and the parental sexuality education right are often in tension in particular dimensions. For responding to controversial issues in sexuality education, a theoretical model of the constitutional relationship between the State, parents and children should be developed from a holistic perspective. When resolving disputes, the basic objective should be to maintain a dynamic balance in the tripartite relationship, and the basic approach should be to balance the rights or powers of the three parties and to weigh them in the specific case. None of the rights or powers of any of the parties in sexuality education has the usual priority, and the three are both bounded by each other and cooperate sensibly, and which party is ultimately supported should be the result of a trad-off between specific conditions. The theoretical model of the “State-parent-child” constitutional relationship in sexuality education is conducive to the full realisation of the effectiveness of rights and powers in collision with each other.