19世纪国际私法中的公共秩序理论之评析

公共秩序最早渊源于有关理论,而19世纪的公共秩序理论相比早期的公共秩序理论出现了较大发展,将之提高到了一个新高度。它们对公共秩序立法的确立及司法实践的适用起到了极大的推动作用。

对占有性质及占有保护目的理论的修正:从事实秩序到权利推定秩序

我国目前的通说认为,占有仅属于事实,而非权利,保护占有的目的在于维护公共秩序。然而,这一观点无法说明,单纯的占有事实为何可以引导占有状态以及占有保护的归属,在论证占有保护的缘由时也跳出了传统的私法框架,所构建的保护体系兼具公法保护范式与私法保护范式中的双重内容,由此引发了尖锐的矛盾。这在占有人已被法院明确推定或认定欠缺本权的情形中,得到了最为明显的体现。为了解决这些问题,需要对占有理论进行修正。首先,当占有人被法院明确“认定”为有权占有时,占有人应当被归为占有状态以及占有保护,其占有当属权利;而当占有人被依据占有事实,“推定”为有权占有时,无论其是否拥有真实的本权,都可以依据推定内容,合法且正当的被归为占有状态及占有保护,其占有应当被视作权利;当占有人被认定或推定为无权占有时,其占有状态构成对财产归属秩序的破坏,只属于单纯的事实。其次,占有保护的目的应当被限缩为维护推定秩序,保护的对象也应当限于法院推定或认定拥有本权的人。当占有人被推定或认为为无权占有时,便不应再受到保护,若其占有受到第三人的侵犯,那么应当将占有保护请求权归属于被法院推定或认定拥有本权的人;若其占有受到被法院推定或认定拥有本权的人的侵犯,那么后者的行为应当被界定为合法的自力救济行为,无碍于公共秩序。

Design of Practice Teaching of Public Order based on the Theory of Modern Instructional Design

At present, there are several problems such as randomness, blindness and experience in the teaching of public security science major, especially in practical teaching, thus colleges and universities cannot adapt to the requirements of talents training. In order to improve the practice teaching quality of public security practice, we should apply modern instructional design theory. Aiming at the problems existing in the practice teaching of public order, we design a practice teaching system for public security. In the process of practice teaching design of public order, we should pay attention to the starting point of the practice teaching, design of teaching objectives, design of practical teaching content, design of practical teaching mode and evaluation of the practice teaching of public security.