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Taiwan had been undergoing series of educational reforms since 1994. The educational reforms were often characterized as 'deregulation', which was deemed as part of the democratization of the educational system in Taiwan. However, I would argue that although the reforms might be seen as 'democratized' in legal terms but not in cultural terms. Subject to traditional Confucianism, most of Taiwan's school campuses are still managed in authoritarian rather than democratic style. Accordingly, policies of human rights education are to be analyzed in both 'hard' and 'soft' terms, addressing both issues of laws and cultures. The hard policies have to be combined with the soft ones, so as to foster a human rights campus which ensures human rights education not only be taught but also practiced. In addition, policies of human rights education are to be examined in terms of modes of organizations that produce and implement the policies. There are three modes of organizations: the first is temporary task-force based; the second is legally based; the third is independently and legally based. The first mode is susceptible to politics. In contrast, the second one is more secure because it is legally bound, but might be subject to what called a 'moral or value based approach' which might avoid issues of power abuses and reduced human rights education to moral or value education. The third one is most preferable, to the effect that an independently legal body such as a human rights commission complying with the Paris Principle might focus on realistic issues of human rights abuses in societies. Human rights education in Taiwan started officially in December 2000, in the context of the first transfer of political power through democratic election. In May of 2008, there was a second power transfer and the commitment of the new government for human rights education is yet to be seen. Campus democratization is to be further secured in both terms of laws and cultures in Taiwan.
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