Einfhrung in die Rechtsordnung

Anthropological and Legal Underpinnings of the Educational System in AustriaProf. Dr. Dr. Karl Heinz Auer

University of Innsbruck / Department of Law

Pdagogische Hochschule TirolErasmus-ProgramInnovative Approaches in Special Needs Education Innsbruck, March 3 16, 2013

1INN-ASNE March 4, 2013www.kha.at22Jeg byder isr velkommen til professorerne og studenterne fra University College Syddanmark fra Danmark. University College Syddanmark er kendt som nationalt kompetencecentrum p omrderne sundhed, social integration og indlringsressourcer samt deres mange internationale kooperationer. Jeg nsker Dem to interessante uger i Innsbruck og takker for Deres interesse for mit foredrag om "antropologiske og retslige grundlag for uddannelsessystemet i strig".

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Vtm zejmna profesory a studentky Univerzity Palackho vOlomouci vesk republice.Stejn jako Univerzita vInnsbrucku byla i Univerzita Palackho vOlomouci zaloena v16. (estnctm) stolet jezuity.Peji Vm dva zajmav tdny vInnsbrucku a dkuji za V zjem o m vklady na tma Antropologick a prvn zklady systmu vzdlvn vRakousku.INN-ASNE March 4, 2013www.kha.at4

Saludo de manera muy especial a las profesoras y profesores de la Universidad de Almera en Espaa as como a sus estudiantes. Reconocida sta como tal, ms all de las fronteras de su pas. Su lema Lumine Sapientia ya lo dice: un lema para cada tipo de formacin acadmica.Les deseo a todos ustedes dos semanas en Innsbruck con un sin fin de atractivos de todo tipo. Gracias por el inters dedicado a mi ponencia sobre los fundamentos antropolgicos y jurdicos del sistema de formacin en Austria.

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Klns szeretettel kszntm Magyarorszgrl a szegedi egyetem professzorait s hallgatit. Magyarorszgot s Ausztrit hossz k zs mlt kti ssze. Egyetemk mottja harom fontos vezrfonal, az Igazsg,Btorsg, s Szabadsg, amely minden oktatsi rendszerben rvnyes.Kt rtkes hetet kvnok nknek Inssbruckban s ksznm Az osztrk oktatsi rendszer antropolgiai s jogi alapvetseirl szl eladsom irnti rdekldsket.

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Last but not least begre ich die Professorinnen und Professoren und Studentinnen und Studenten der Pdagogischen Hochschule Tirol. Ich freue mich, dass die PHT Austragungsort dieses ERASMUS-Programms ist und Ihnen die Mglichkeit zu grenzberschreitendem akademischen Austausch gibt. Ich wnsche Ihnen zwei interessante Wochen und ich bedanke mich fr Ihr Interesse an meinen Ausfhrungen ber Anthropologische und rechtliche Grundlegungen des Bildungssystems in sterreich.INN-ASNE March 4, 2013www.kha.at7

INN-ASNE March 4, 2013www.kha.at8Topics at a glancePart I: Equal and Unequal Facets of Education and LawPart II: The Human Being in the Framework of Educational Anthropology and LawSection 1: The Human Being as Pregivenness Subsection a: Anthropological Approaches in HistorySubsection b: The Conception of the Human Being in LawSection 2: The Constitutional LevelSubsection a: European Convention on Human Rights Art 2 Prot.ECHRSubsection b: Article 14 Par 5a Austrian Constitutional Act (B-VG)Subcection c: Human Dignity and the Conception of Person and PersonalityPart III: Conclusions Affecting the Educational System

8INN-ASNE March 4, 2013www.kha.at9Actual TopicPart I: Equal and Unequal Facets of Education and LawPart II: The Human Being in the Framework of Educational Anthropology and LawSection 1: The Human Being as Pregivenness Subsection a: Anthropological Approaches in HistorySubsection b: The Conception of the Human Being in LawSection 2: The Constitutional LevelSubsection a: European Convention on Human Rights Art 2 Prot.ECHRSubsection b: Article 14 Par 5a Austrian Constitutional Act (B-VG)Subcection c: Human Dignity and the Conception of Person and PersonalityPart III: Conclusions Affecting the Educational System

9INN-ASNE March 4, 2013www.kha.at10Equal Facets of Education and Law10INN-ASNE March 4, 2013www.kha.at11Equal Facets of Education and Law11INN-ASNE March 4, 2013www.kha.at12Unequal Facets of Education and Law12INN-ASNE March 4, 2013www.kha.at13Unequal Facets of Education and Law13INN-ASNE March 4, 2013www.kha.at14Unequal Facets of Education and Law14INN-ASNE March 4, 2013www.kha.at15Actual TopicPart I: Equal and Unequal Facets of Education and LawPart II: The Human Being in the Framework of Educational Anthropology and LawSection 1: The Human Being as Pregivenness Subsection a: Anthropological Approaches in HistorySubsection b: The Conception of the Human Being in LawSection 2: The Constitutional LevelSubsection a: European Convention on Human Rights Art 2 Prot.ECHRSubsection b: Article 14 Par 5a Austrian Constitutional Act (B-VG)Subcection c: Human Dignity and the Conception of Person and PersonalityPart III: Conclusions Affecting the Educational System

15INN-ASNE March 4, 2013www.kha.at16Change of stance16INN-ASNE March 4, 2013www.kha.at17Change of stance17INN-ASNE March 4, 2013www.kha.at1818INN-ASNE March 4, 2013www.kha.at1919INN-ASNE March 4, 2013www.kha.at20Immanuel Kant:The human being as a rational being20INN-ASNE March 4, 2013www.kha.at21Taking leave of fundamental rights?21INN-ASNE March 4, 2013www.kha.at22Videoclip: History of Humanities Republics 22INN-ASNE March 4, 2013www.kha.at23Actual TopicPart I: Equal and Unequal Facets of Education and LawPart II: The Human Being in the Framework of Educational Anthropology and LawSection 1: The Human Being as Pregivenness Subsection a: Anthropological Approaches in HistorySubsection b: The Conception of the Human Being in LawSection 2: The Constitutional LevelSubsection a: European Convention on Human Rights Art 2 Prot.ECHRSubsection b: Article 14 Par 5a Austrian Constitutional Act (B-VG)Subcection c: Human Dignity and the Conception of Person and PersonalityPart III: Conclusions Affecting the Educational System

23INN-ASNE March 4, 2013www.kha.at2424INN-ASNE March 4, 2013www.kha.at2525Benchmarks of the Austrian Civil and Criminal LawINN-ASNE March 4, 2013www.kha.at2626INN-ASNE March 4, 2013www.kha.at2727INN-ASNE March 4, 2013www.kha.at28Actual TopicPart I: Equal and Unequal Facets of Education and LawPart II: The Human Being in the Framework of Educational Anthropology and LawSection 1: The Human Being as Pregivenness Subsection a: Anthropological Approaches in HistorySubsection b: The Conception of the Human Being in LawSection 2: The Constitutional LevelSubsection a: European Convention on Human Rights Art 2 Prot.ECHRSubsection b: Article 14 Par 5a Austrian Constitutional Act (B-VG)Subcection c: Human Dignity and the Conception of Person and PersonalityPart III: Conclusions Affecting the Educational System

28Council of Europe European UnionCouncil of EuropeThe political 12 principlesThe Convention on HR

European UnionCharter of Fundamental Rights of the EU

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29INN-ASNE March 4, 2013www.kha.at3030Right to Education(Art 2 Prot/ECHR)INN-ASNE March 4, 2013www.kha.at3131Prohibition of discrimination(Art 14 ECHR)INN-ASNE March 4, 2013www.kha.at3232Integration of disabled persons(Art 26 CFR)INN-ASNE March 4, 2013www.kha.at3333INN-ASNE March 4, 2013www.kha.at34Actual TopicPart I: Equal and Unequal Facets of Education and LawPart II: The Human Being in the Framework of Educational Anthropology and LawSection 1: The Human Being as Pregivenness Subsection a: Anthropological Approaches in HistorySubsection b: The Conception of the Human Being in LawSection 2: The Constitutional LevelSubsection a: European Convention on Human Rights Art 2 Prot.ECHRSubsection b: Article 14 Par 5a Austrian Constitutional Act (B-VG)Subcection c: Human Dignity and the Conception of Person and PersonalityPart III: Conclusions Affecting the Educational System

34The educational aims of the Austrian constitution Art 14 Par 5a Federal Constitiutional Law (B-VG): Democracy, Humanity, solidarity, peace and justice as well as openness and tolerance towards people are the elementary values of the school, based on which it secures for the whole population, independent from origin, social situation and financial background a maximum of educational level, permanently safeguarding and developing optimal quality. In a partnership - like cooperation between pupils, parents and teachers, children and juveniles are to be allowed the optimal intellectual, mental and physical development to let them become healthy, selfconfident, happy, performance - oriented, dutiful, talented and creative humans capable to take over responsibility for themselves, fellow human beings, environment and following generations, oriented in social, religious and moral values. Any juvenile shall in accordance with his development and educational course be led to independent judgement and social understanding, be open to political, religious and ideological thinking of others and become capable to participate in the cultural and economic life of Austria, Europe and the world and participate in the common tasks of mankind, in love for freedom and peace.INN-ASNE March 4, 2013www.kha.at35Art 14 Par 5a Fed.Const.Law (B-VG)Shows that the goals of the constitution and the educational goals of the state are more or less the same.They are intrinsically tied with one another.35Elementary values and aimsINN-ASNE March 4, 2013www.kha.at3636Elementary values and aimsINN-ASNE March 4, 2013www.kha.at3737Further goalsINN-ASNE March 4, 2013www.kha.at38CFR = Charter of Fundamental Rights of the EU 38INN-ASNE March 4, 2013www.kha.at3939INN-ASNE March 4, 2013www.kha.at4040INN-ASNE March 4, 2013www.kha.at4141INN-ASNE March 4, 2013www.kha.at42Actual TopicPart I: Equal and Unequal Facets of Education and LawPart II: The Human Being in the Framework of Educational Anthropology and LawSection 1: The Human Being as Pregivenness Subsection a: Anthropological Approaches in HistorySubsection b: The Conception of the Human Being in LawSection 2: The Constitutional LevelSubsection a: European Convention on Human Rights Art 2 Prot.ECHRSubsection b: Article 14 Par 5a Austrian Constitutional Act (B-VG)Subcection c: Human Dignity and the Conception of Person and PersonalityPart III: Conclusions Affecting the Educational System

42INN-ASNE March 4, 2013www.kha.at43The basic principle: Human dignity43INN-ASNE March 4, 2013www.kha.at44Human dignity according to I. Kant44INN-ASNE March 4, 2013www.kha.at45Human dignity according to I. Kant45INN-ASNE March 4, 2013www.kha.at46Human dignity object formulisation accordung to Gnter Drigbased on Kants ethics46Roots of human dignityINN-ASNE March 4, 2013www.kha.at4747INN-ASNE March 4, 2013www.kha.at48Legal implantation of human dignity48Legal consequencesINN-ASNE March 4, 2013www.kha.at4949INN-ASNE March 4, 2013www.kha.at50What does person mean?A philosophical approach50The concept of person in the tradition of John LockeINN-ASNE March 4, 2013www.kha.at5151INN-ASNE March 4, 2013www.kha.at52Person as point of crystallization in the Austrian Law52The human being as a personINN-ASNE March 4, 2013www.kha.at5353Equality as fundamental rightin the Austrian Federal Constitutional Law(Art 7 B-VG)INN-ASNE March 4, 2013www.kha.at5454INN-ASNE March 4, 2013www.kha.at55Actual TopicPart I: Equal and Unequal Facets of Education and LawPart II: The Human Being in the Framework of Educational Anthropology and LawSection 1: The Human Being as Pregivenness Subsection a: Anthropological Approaches in HistorySubsection b: The Conception of the Human Being in LawSection 2: The Constitutional LevelSubsection a: European Convention on Human Rights Art 2 Prot.ECHRSubsection b: Article 14 Par 5a Austrian Constitutional Act (B-VG)Subcection c: Human Dignity and the Conception of Person and PersonalityPart III: Conclusions Affecting the Educational System

55The Austrian educational systemand the legal frameworkINN-ASNE March 4, 2013www.kha.at5656INN-ASNE March 4, 2013www.kha.at57This chart and the following 3 pages are taken from BMUKK, Federal Ministry of Education, Art and Culture: Educational Opportunities in Austria, Vienna 2008.

57Disability stereotypesDisability StereotypesVideoclip of the Pontificia Universidad Javeriana, Bogot

Special kids need special educationVideoclip of learning world in association with wise-Quatar FoundationINN-ASNE March 4, 2013www.kha.at5858The Austrian legal framework for special needs educationINN-ASNE March 4, 2013www.kha.at5959The Austrian legal framework for special needs educationINN-ASNE March 4, 2013www.kha.at6060The Austrian legal framework for special needs educationINN-ASNE March 4, 2013www.kha.at6161Integration or special schools?INN-ASNE March 4, 2013www.kha.at6262Integration or special schools?INN-ASNE March 4, 2013www.kha.at6363Integration or special schools?INN-ASNE March 4, 2013www.kha.at6464INN-ASNE March 4, 2013www.kha.at65Among all the pros and cons, among all the arguments for and against, among all the dos and donts we should never forget:Thank you.65List of VideoclipsHistory of Humanities Republics (http://www.youtube.com/watch?v=quTtK7_19Ak)

The Convention ECHR belongs to you(http://www.youtube.com/watch?v=SZzFaQyK-cM&list=PLE7D92247946BA7EA)

Charter of Fundamental Rights of the European Union (http://www.youtube.com/watch?v=EjPAgZMg-Yw)

The 12 principles of good governance(http://www.youtube.com/user/CouncilofEurope?gl=GB&hl=en-GB)

Disability Stereotypes (http://www.youtube.com/watch?v=qWwJ7ku8UrY)

Special kids need special education (http://www.euronews.com/2010/11/23/special-kids-need-special-education/)

INN-ASNE March 4, 2013www.kha.at6666INN-ASNE March 4, 2013www.kha.at67Bibliographical referencesAuer Karl Heinz, Das Menschenbild als rechtsethische Dimension. In ARSP 93 (2007) 493-518. Auer Karl Heinz, Die religise Valenz der Menschenwrdekonzeption. In Recht Brge der Freiheit, FS Mhlsteiger, hg v Breitsching/Rees, Berlin 2006, 19-42.Auer Karl Heinz, Das Schulrecht aus der Perspektive des Menschenbildes in der Verfassung. In GSR Newsletter, Tagungsband 2007.Auer Karl Heinz, Rechtsphilosophie und Empirie im Kontext der Differenz zwischen Recht und Gesellschaft. In Barta/Ganner/Lichtmannegger (Hg), Rechtstatsachenforschung - Heute. Tagungsband 2008. Innsbruck 2009, 70-85. Baumann Monika et al., Social Integration. Social integration of children with special educational needs opportunity and responsibility. Published by Province of Salzburg. Salzburg 2012.BMUKK, Federal Ministry of Education, Art and Culture: Educational Opportunities in Austria, Vienna 2008.Bydlinski Franz, Fundamentale Rechtsgrundstze, Wien 1988.Mayer-Maly Theo, Rechtsphilosophie. Wien-New York 2001.Radbruch, Der Mensch im Recht. In ders. Gesamtausgabe, Bd 2: RPh II. Heidelberg 1993, 467-476.Regierungprogramm 2008-2013 Gemeinsam fr sterreich der sterreichischen Bundesregierung fr die XXIV. Gesetzgebungsperiode.Schnwiese Volker, Warum auf schulische Integration/Inklusion nicht verzichtet werden kann. In: Resinger/Schratz (Hg), Schule im Umbruch. Innsbruck 2008, 30-37.

Laws:European Convention on Human Rights Charter of Fundamental Rights of the European Union Austrian Federal Constitutional Law (B-VG), BGBl 1930/1Austrian Federal Civil Law (ABGB), JGS 1811/946Austrian Criminal Law (StGB), BGBl 1974/60 Schulunterrichtsgesetz (SchUG), BGBl 1986/472Schulorganisationgsgesetz (SchOG), BGBl 1962/242Schulpflichtgesetz (SchPflG), BGBl 1985/76http://www.ris.bka.gv.at67