人權概念雖源於西方社會，然而隨著社會日益民主化，人權理念漸受到重視，台北市政府甚至配合世界「人權宣言」五十週年紀念，展開為期一年的「人權年」活動；但是，實際上，國內有關人權教育的研究，及人權教育的推動工作，仍相當貧乏。本文首先簡要說明人權的意義，再探究人權教育的內涵，以及人權教育實施的原則，並以教師工作坊推動之經驗為例，檢視人權教育理論，在實際推動人權教育時可能運用的模式。由教師對文教人權指標的反應及訪談的回饋，初步肯定教師工作坊模式有助於教師學習人權概念，並能覺察、反省生活週遭有關人權的議題。人權教育的落實與推廣，絕非「由上而下」的方式可成，而有賴基層教師對人權議題的反省與覺察、人權教育概念的掌握，並體認到人權教育即是教育目的之體現；日後期望能再進一步深究推動人權教育工作可行的模式，使人權理念得以宣揚，人權文化得以植基於生活中。

The idea of human rights is seen by many as the cultural heritage of western societies thus they consider it as being unfit for Chinese society, and meant to impose a culture from economically and politically more powerful nations in North America and Europe . Despite the argument on cultural relativism, the idea of human rights has being widely accepted along with the prosperity of democracy after World War II. The respect of human dignity and the principle of impartiality have become the fundamental elements of the democratization of a society.• Human rights education is thus an essential part of preparation for participation in a pluralistic democracy. This paper considers a number of issues relating to the implementation of human rights education, drawing on the experience of the workshop for schoolteachers in Taipei. The main theme of human rights is firstly addressed. The implication of human rights education, including purpose, content and principles of implementation, is then explained to resolve the puzzles and doubts by schoolteachers. Since effective human rights education requires committed and skilled teachers, it is crucial to make schoolteachers sensitive to and capable of dealing with the issues of human rights in daily life, especially in the school setting. The workshop is designed to achieve this goal by creating a support group and a sense of teamwork among schoolteachers. It is hoped that teachers experience professional development and devote themselves to human rights education through this on-going process. Teachers are responsible for transmitting values, which are essential for teaching human rights. They need to be in a position to help their students be supportive of pluralist democracy and human rights, enjoy cultural diversity and be conscious of their responsibilities to the planet and to all those who live on it. This implies that they should themselves share these values. Eventually, the participants of the workshop, recruited on voluntary basis, are to develop the shared values and reflect on the theory and practice on human rights education.