本文選題：民國 + 監(jiān)獄制度�。� 參考：《華東政法大學(xué)》2010年博士論文

【摘要】： 如同中國法制的近現(xiàn)代化是“西學(xué)東漸”一樣,監(jiān)獄行刑制度的近現(xiàn)代轉(zhuǎn)型很大程度上也是西方行刑文化移植的結(jié)果。在全新的行刑思潮的引領(lǐng)下,身體刑向自由刑的移位、教育刑對(duì)威懾刑的顛覆成為近代監(jiān)獄行刑變革最突出的表征。這場(chǎng)觸及刑罰靈魂的深刻變革標(biāo)志著中國傳統(tǒng)行刑體系的解體和現(xiàn)代行刑模式的確立。無論民國北京政府時(shí)期還是南京國民政府時(shí)期的監(jiān)獄行刑,都不同程度地繼承和揚(yáng)棄著清末行刑變革的成果,行刑感化主義從理論和實(shí)踐上都保持了較好的延續(xù)性,并基本奠定了現(xiàn)代監(jiān)獄教育的主體格調(diào)。梳理和研究近代監(jiān)獄的感化教育,不僅可為中國監(jiān)獄的現(xiàn)代化進(jìn)程提供歷史的座標(biāo),即便對(duì)當(dāng)代監(jiān)獄教育亦不乏啟迪。 論文共分為導(dǎo)論、主文和結(jié)語三大部分,其中主文包括七章內(nèi)容。 導(dǎo)論部分界定了有關(guān)概念的理解及用意。之所以將近代監(jiān)獄行刑定位于“感化教育”,是因?yàn)椤案谢蓖癸@了近代獄制的典型特征。從晚清官員的游歷記述,到民國監(jiān)獄學(xué)的昌盛,再到感化教育的專門研究,行刑感化教育在近代的學(xué)術(shù)價(jià)值逐步彰顯。而現(xiàn)代學(xué)界對(duì)這一問題的研究仍多半包容在監(jiān)獄史學(xué)之中,國內(nèi)尚未見有專門而系統(tǒng)的研究。 第一章在回顧中國古代行刑特點(diǎn)的基礎(chǔ)上,重點(diǎn)論述了清末監(jiān)獄行刑方式的轉(zhuǎn)型。在報(bào)復(fù)刑與威懾刑的主導(dǎo)下,古代監(jiān)獄旨在苦辱與懲戒。盡管古代行刑不乏禮義教化,也出現(xiàn)過圜土制或恥辱刑的感化悔過觀,但其絕非古代刑獄的全貌。近代監(jiān)獄改良是在西方行刑觀的沖擊下被迫啟動(dòng)的,刑罰近代化與治外法權(quán)成為獄制革新的重要?jiǎng)右?隨之而來的則是監(jiān)獄行刑在觀念、機(jī)構(gòu)、立法、管理及獄吏等領(lǐng)域的一系列轉(zhuǎn)型。民國以后,教育刑思潮成為引領(lǐng)行刑變革的主流,這一時(shí)期的治獄理念受西方行刑學(xué)的影響更深刻、更持久,監(jiān)獄行刑宗旨不僅僅出于保護(hù)社會(huì)的需要,其著眼點(diǎn)更是放在罪犯矯治上。本章還從社會(huì)學(xué)、人性論、犯因性的視角論證了監(jiān)獄感化教育的哲學(xué)基礎(chǔ)。 第二章考察了近代監(jiān)獄的作業(yè)制度。近代監(jiān)獄的行刑感化典型地體現(xiàn)在勞役、教誨和教育三方面。作業(yè)勞役旨在授以監(jiān)犯職業(yè)技能,不僅可預(yù)防再犯,強(qiáng)健身心,而且有道德改化的功用,因而其成為監(jiān)獄立法的重要內(nèi)容。監(jiān)獄作業(yè)是近代教育刑的衍生,其作為感化教育的重要手段,與古代囚徒的強(qiáng)制苦役不可同日而語。到南京國民政府時(shí)期,還出現(xiàn)了外役監(jiān)及移墾作業(yè)。鑒于舊監(jiān)作業(yè)不力,司法當(dāng)局曾頒布大量法令予以督飭。在抗戰(zhàn)時(shí),作業(yè)生產(chǎn)的功能被有意放大,并被要求配合軍需。監(jiān)獄作業(yè)雖幾經(jīng)厲行強(qiáng)化,但其開辦規(guī)模與成績?nèi)晕催_(dá)到官方預(yù)期。除運(yùn)營不善及經(jīng)費(fèi)不足等因素外,作業(yè)法令的執(zhí)行不力亦是重要原因。近代監(jiān)犯勞役與其說是促其感化,不如說更注重作業(yè)的經(jīng)濟(jì)收益,由此不免背離了作業(yè)制度的初衷。 第三章闡析了近代監(jiān)獄的教誨制度。監(jiān)獄教誨即道德教育,是近代教育刑的顯著表征。事實(shí)上,教化分為教誨與教育,教誨著重于道德熏陶,教育則著重于知識(shí)灌輸。民國監(jiān)獄的基本立法優(yōu)先確立了教誨原則,教誨往往比教育更受重視。在司法訓(xùn)令的整飭下,監(jiān)獄教誨漸漸步入正軌,也多少顯現(xiàn)出一定實(shí)效。不過,教誨多集中在新監(jiān)實(shí)施,舊監(jiān)所大多因陋就簡,教誨幾成空談。值得一提的是,近代監(jiān)獄的宗教教誨是一股很強(qiáng)勢(shì)的力量。近代司法當(dāng)局確信宗教改悔的作用,通過監(jiān)獄法令賦予囚犯一定限度的宗教信仰自由。然而,與其說是突出宗教教誨的感化功效,不如說是藉此為囚犯尋求一種虛幻的精神寄托,而使之安心服法。盡管近代監(jiān)獄的教誨觀念已固定化,且注重個(gè)別教誨,卻仍難以回避覆蓋面狹窄、法令執(zhí)行不暢以及教誨方法本身的弊病。 第四章討論了近代監(jiān)獄的教育問題。監(jiān)獄教育對(duì)行刑感化不可或缺。智育與德育皆為教養(yǎng)要素,教誨與教育其名雖異,卻相輔相成。監(jiān)獄教育具有犯罪預(yù)防與矯治的雙重功效,既可視為一種特殊的民眾教育,又相當(dāng)于學(xué)校教育的延伸與補(bǔ)充。近代監(jiān)獄教育的內(nèi)容較為廣泛,教育時(shí)間、科目、教材、方法及考核等構(gòu)成了監(jiān)獄教育制度的主體。近代監(jiān)獄法令賦予囚犯一定的閱書自由,并明令監(jiān)獄附設(shè)圖書館,有的監(jiān)獄還發(fā)行了出版物,這對(duì)感化教育起到了很大的輔助作用。一些訓(xùn)令的出臺(tái)充實(shí)了監(jiān)獄教育,囚犯教育不僅限于普通監(jiān)獄,還擴(kuò)展到了軍人監(jiān)、外役監(jiān)及看守所,并呈現(xiàn)出注重黨義和軍事訓(xùn)練的特點(diǎn)。到民國后期,監(jiān)獄教育的理念已比較成熟,部分監(jiān)獄的教育凸顯出一定成效,但監(jiān)獄教育仍存在法令不遵、普及率低、經(jīng)費(fèi)受限等問題。 第五章闡述了近代監(jiān)獄的師資制度,主要分析了教誨師與教師的選任資格、職責(zé)與考核、督導(dǎo)與配置等問題。在近代監(jiān)獄中,教誨與教育師資的匱乏始終是一個(gè)棘手的難題。盡管司法當(dāng)局三令五申要求改善師資,事實(shí)上卻心有余而力不足。隨著感化教育的日益重視,教誨師與教師的地位有所提高。從獄吏的官等和薪俸看,教誨師的地位始終要優(yōu)于教師。由于教誨師與教師聯(lián)系極為密切,本章從師資編配、年齡分布、薪俸待遇、資歷及工作報(bào)表五個(gè)方面對(duì)教誨師與教師進(jìn)行了比較,以明晰全國新監(jiān)教誨師與教師的實(shí)際工作狀態(tài)。在此基礎(chǔ)上,引申論述了近代監(jiān)獄的人才支持問題。民國政府相當(dāng)重視監(jiān)獄人才的培養(yǎng)與訓(xùn)練,其倡行的人才儲(chǔ)備策略以及“有治人而后有治法”的法理思維至今猶不失借鑒意義。 第六章梳理了近代少年監(jiān)與感化院的教養(yǎng)制度。少年犯有特殊的身心特點(diǎn),其行刑處遇有別于成年犯。少年監(jiān)是獄制改革的產(chǎn)物,其創(chuàng)設(shè)本身即是行刑感化主義的外顯。近代少年感化的理念不僅明確載入監(jiān)獄立法,而且突出地表現(xiàn)在專門少年監(jiān)中。盡管民國時(shí)期少年司法保護(hù)逐漸由制度趨向?qū)嵺`,司法當(dāng)局亦有少年監(jiān)建設(shè)的宏偉規(guī)劃,但其實(shí)際開辦規(guī)模仍屬有限。近代感化院的教養(yǎng)模式同樣是少年感化的典型體現(xiàn)。感化院純系感化組織,是一種類似學(xué)校的特殊教化機(jī)構(gòu),其初創(chuàng)于清末民初,至南京國民政府時(shí)期成為重要的保安處分執(zhí)行處所。在狹義上,感化院專門針對(duì)不良少年的感化教育而設(shè),但一些特殊的教養(yǎng)機(jī)構(gòu)也冠以“感化”之名。以感化教養(yǎng)為宗旨的近代少年監(jiān)與感化院,成為少年司法保護(hù)的最早嘗試。 第七章是對(duì)近代監(jiān)獄感化教育的整體評(píng)析。行刑感化教育始于清末獄制變革,在民國北京政府時(shí)期確立與定制,至南京國民政府時(shí)期得到極大發(fā)展。然而,全國監(jiān)獄的行刑實(shí)踐卻始終未達(dá)到理想預(yù)期,感化教育的理想與現(xiàn)實(shí)呈現(xiàn)明顯反照。這不能不說與獄制改良的不徹底性、傳統(tǒng)行刑文化的阻滯、經(jīng)費(fèi)及戰(zhàn)亂的拖累,尤其是監(jiān)獄法令的執(zhí)行偏差以及屢見不鮮的藐視或玩忽法令有關(guān)。與監(jiān)獄實(shí)踐相比,行刑理念或許更能體現(xiàn)出現(xiàn)代性和文明性。近代監(jiān)所的視察監(jiān)督、感化檢驗(yàn)的定量標(biāo)準(zhǔn)以及監(jiān)獄教育的個(gè)別化等表明了感化教育在觀念與制度形態(tài)上的發(fā)達(dá)程度。從本質(zhì)上看,監(jiān)獄感化教育是可行的,不過其也存在一定的局限性。 “感化”這個(gè)變化多端的字眼,在近代中國居于刑罰哲學(xué)的核心。近代監(jiān)獄的感化教育,開創(chuàng)了中國行刑模式的新紀(jì)元。它隸屬于以促進(jìn)典范為目的的社會(huì)改良規(guī)劃,是社會(huì)現(xiàn)代化機(jī)制的一部分。任何一種制度的革新都是思想和觀念的接受在前,器物和制度的仿行其后,最后才是社會(huì)文化的相應(yīng)跟進(jìn),而文化的滯后往往導(dǎo)致制度推行的重重阻力,這是監(jiān)獄現(xiàn)代化必須正視的問題。對(duì)近代中國監(jiān)獄的感化教育給予理性和客觀的審視,有助于推進(jìn)現(xiàn)代的監(jiān)獄文化。
[Abstract]:Just as the modern modernization of Chinese legal system is the "Western learning to the East", the modern transformation of prison execution system is also the result of western culture transplantation to a large extent. Under the guidance of the new ideological trend of execution, the movement of physical punishment to free punishment, the overriding of deterrence punishment by educational punishment has become the most prominent representation of the reform of prison execution in modern times. The profound change that touches the soul of the penalty marks the disintegration of the Chinese traditional punishment system and the establishment of the modern execution mode. The prison execution of the period of the Republic of China in Beijing and the period of the national government of Nanjing has inherited and abandoned the results of the reform of execution in the late Qing Dynasty in varying degrees. Holding a good continuity and basically laying the main style of modern prison education, combing and studying the modern prison's emotional education can not only provide a historical coordinate for the process of the modernization of Chinese prisons, but even to the contemporary prison education.
The thesis is divided into three parts: introduction, main body and conclusion. The main body includes seven chapters.
The introduction part defines the understanding and intention of the concept. The reason why the prison sentence in modern prison is fixed on "emotional education" is because "the influence" highlights the typical characteristics of the modern prison system. From the travel records of the late Qing Dynasty officials to the prosperity of the prisons in the Republic of China, and then to the special study of the emotional education, the execution of the education is in the modern academic study. The value of this issue has been gradually revealed. However, the study of this issue in modern academia is still mostly contained in prison history.
The first chapter, on the basis of reviewing the characteristics of ancient Chinese execution, focuses on the transformation of the way of prison execution in the late Qing Dynasty. Under the guidance of retaliation and deterrence, the ancient prisons are aimed at suffering and punishment. Although ancient execution is not lack of etiquette and justice, it has also appeared to be the remorse of the circular earth system or the humiliating punishment, but it is not the whole of the ancient prison. The modern prison improvement was forced to start under the impact of the western concept of execution. The modernization of the penalty and the extraterritorial power became the important cause of the reform of the prison system. The following was a series of transformation in the field of prison execution in the fields of concept, institution, legislation, management and prison officials. After the Republic of China, the ideological trend of education and punishment became the mainstream of the reform of execution. The idea of prison treatment in the period is more profound and more lasting. The purpose of prison execution is not only to protect the society, but also on the correction of criminals. This chapter also demonstrates the philosophical basis of prison's emotional education from the perspective of sociology, human nature and the cause of the nature of the crime.
The second chapter examines the operation system of modern prisons. The prison sentence of modern prison is typically embodied in three aspects of labour, education and education. The work of labour service is designed to teach the professional skills of the prisoners, not only to prevent the reproduction of the prisoners, to strengthen the fitness, but also to have the function of moral modification. Therefore, it is an important content of the prison legislation. The derivation of education, as an important means of education, is not the same as the compulsory hard duty of the ancient prisoners. In the period of the national government of Nanjing, there was also an external supervision and reclaiming operation. In view of the poor operation of the old prison, the judicial authorities had issued a large number of decrees and decreed. In the war of resistance, the function of production was intentionally amplified and required. In order to cooperate with the military demand. Although the prison operation has been strengthened, the scale and achievement of the prison have still not reached the official expectations. In addition to poor operation and insufficient funds, the execution of the decree is also an important reason. The original intention of the industry system.
The third chapter expounds the teaching system of modern prisons. The teaching of prisons, namely moral education, is a significant representation of modern educational punishment. In fact, the education is divided into teaching and education, education is emphasized on moral edification and education is emphasized on the inculcation of knowledge. The basic legislation of the Republic of China prisons has given priority to the principle of teaching, and teaching is often more valued than education. Under the order of judicial discipline, the teachings of the prison have gradually stepped into the right track, and some results show certain actual effects. However, the teachings of the old prison are mostly carried out in the new prison. Most of the old prison houses are simple and teaching. It is worth mentioning that the religious teachings of modern prisons are a strong force. The modern judicial authorities believe that the role of religious repentance is passed. The prison decree gives the prisoner a limited freedom of religious belief. However, it is not so much as the emotional effect of the religious teachings. It is better to seek an illusory spiritual sustenance and to serve it in peace. The maladies of unimpeded execution and the teaching method itself.
The fourth chapter discusses the education of modern prisons. The prison education is indispensable to the execution of prison sentence. Intellectual education and moral education are all elements of education. The education and education are different in their names, but they complement each other. The prison education has the dual functions of crime prevention and treatment, which can be regarded as a special public education, but also the extension and supplement of school education. The content of modern prison education is more extensive. Education time, subjects, teaching materials, methods and assessment constitute the main body of prison education system. Modern prison decrees give prisoners a certain freedom to read books, and the prison is attached to the library, and some prisons have issued publications, which have played a great auxiliary role in the educational education. The introduction of orders enriched prison education. Prisoners education was not only limited to ordinary prisons, but also extended to military prison, external supervision and detention centers, and showed the characteristics of paying attention to Party and military training. In the late Republic of the Republic of the Republic, the concept of prison education was mature, and some prisons showed certain achievements, but prison education still had decrees. Compliance, low rate of popularization, limited funds and so on.
The fifth chapter expounds the teacher system in modern prisons. It mainly analyzes the qualifications, responsibilities and assessment of the teachers and teachers, and the problems of supervision and disposition. In modern prisons, the lack of teaching and education teachers is always a difficult problem. Although the judicial authorities have made five requests to improve the teachers, they are in fact inadequate and inadequate. With the increasing importance of the educational education, the status of instructor and teacher has been improved. The position of the instructor is always superior to the teacher from the view of the official and salary of the warder. The teacher and teacher are carried out from five aspects of teachers' arrangement, age distribution, salary treatment, qualifications and work reports because of the close relationship between instructor and teacher. In order to clarify the actual working state of the new education teachers and teachers in the country, on the basis of this, the problem of talent support in modern prisons is discussed. The government of the Republic of China attaches great importance to the training and training of the prison personnel.
The sixth chapter combs the modern juvenile prison and the correctional institution's rearing system. The juvenile delinquents have special physical and mental characteristics, their execution place is different from the adult prisoners. The juvenile prison is the product of the reform of prison system, and the creation itself is the exitence of the practice of conventiation. Although the juvenile judicial protection in the period of the Republic of China has gradually been put into practice by the system, the judicial authorities also have a grand plan for the construction of juvenile prison, but the actual scale of its operation is still limited. At the beginning of the late Qing Dynasty and the beginning of the Republic of China, the institution became an important execution place of security measures in the period of the national government of Nanjing. In the narrow sense, the Correctional Institute was specially designed for the emotional education of bad adolescents. However, some special education institutions were also named as "moving". The earliest attempt to protect.
The seventh chapter is the overall evaluation of the prison education in modern times, which began in the late Qing Dynasty. It was established and customized during the period of the Beijing government in the Republic of China, and was greatly developed in the period of the national government of Nanjing. However, the practice of prison execution in Nanjing has not reached an ideal period. It can not be said that it is related to the incompleteness of the reform of the prison system, the block of the traditional execution culture, the drag of the funds and the war, especially the execution deviation of the prison decree, and the frequent flouting of contempt or negligent decrees. The quantitative standard of the inspection and the individualization of the prison education show the developed degree of the emotional education in the concept and system form. In essence, prison education is feasible, but it also has some limitations.
The changing word "feeling" is the core of the philosophy of punishment in modern China. The modern prison's emotional education has created a new era of Chinese execution mode. It is part of the social improvement plan which aims at promoting the model. It is part of the mechanism of social modernization. After acceptance, the imitation of the utensils and systems is followed by the follow-up of the social culture, and the lag of the culture often leads to the heavy resistance of the system. This is the problem that the prison modernization must face. A rational and objective examination of the education of the prison in modern China helps to promote the modern prison culture.
【學(xué)位授予單位】：華東政法大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類號(hào)】：D926.7;D929

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 孫薇;監(jiān)獄圖書館為服刑人員提供信息服務(wù)研究[D];安徽大學(xué);2012年

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本文編號(hào)：2101361