Do We Need to Learn About Human Rights Values?: Jurisprudential Inquiry Model of Teaching in Senior High School (original) (raw)
Related papers
The Attitudes of Students and Teachers Towards Civic Education and Human Rights
hrcak.srce.hr
There is no more dynamic social figur in modern history than the Citizen. Ralf Dahrendorf (1974) A b s t r a c t Schools and education are one of the most sensitive and important issues for the transmission of cultural knowledge and development of attitudes towards one's own and other groups, as well as towards civil society, human rights and public life in general. Historically, school and family have been used to promote dominant values, beliefs and ways of life. In this way, education for civil society and human rights can and should be thought continuously through school life and not only through specific curriculum. Education for civil society and human rights is therefore an essential element which should be interwoven into all areas of learning and life. The aim of this study was to examine the attitudes and opinions of primary and high school students and their teachers towards civic education at school, family environment and local community. The sample comprised 208 primary school students, 106 high school students and 111 teachers. The values like rights, obligations, responsibilities, democracy, freedom and peace were examined in relation to subjects' gender, age and level of school (primary and high). The results show the statistically significant difference in the freedom of decision-making in local community between female and male students of primary and high school. Regarding school level, there is statistically significant difference between primary and high school students. Primary school students show higher degree in freedom to make decisions at school than high school students. Teachers of primary schools have more positive attitudes towards introducing human rights and civic education in teaching curriculum than teacher of high schools. Moreover, there is a statistically significant difference in the level of attitudes towards introducing human rights and civic education in teaching curriculum in relation to age: younger teachers have more positive attitudes toward those values than their older colleague's.
International Online Journal of Educational Sciences, 2018
In Turkish Educational System, Human Rights, Citizenship and Democracy course is taught in the 4th grade of elementary schools as two hours a week. The aim of this study is to reveal the perspectives of the elementary school teachers about the implementation of 4th grade Human Rights, Citizenship and Democracy curriculum. In the study, phenomenology was used in the context of qualitative methodology. The study was carried out with 30 elementary school teachers working in Kastamonu province in the 2015-2016 academic year. Interview was used as the data collection tool and the gathered data were analyzed with content analysis. The results of the study showed that according to teachers, the curriculum is very abstract, the content of curriculum is above the student level and it can not be associated with daily life. Also, teachers said that in terms of the content similarity, the curriculum is in a structure that could be integrated into the social studies curriculum. In addition, it was determined that teachers considered the course as a necessary course due to its training democratic citizenship ideal and they are in favor of teaching it to students at early ages.
Evaluation of Elementary School 4 th Grade Human Rights, Citizenship and Democracy Course's Curriculum According To Teachers' Perspectives: A Qualitative Research insan hakları yurttaşlık demokrasi eğitimi ilkokul 4. sınıf
In Turkish Educational System, Human Rights, Citizenship and Democracy course is taught in the 4th grade of elementary schools as two hours a week. The aim of this study is to reveal the perspectives of the elementary school teachers about the implementation of 4th grade Human Rights, Citizenship and Democracy curriculum. In the study, phenomenology was used in the context of qualitative methodology. The study was carried out with 30 elementary school teachers working in Kastamonu province in the 2015-2016 academic year. Interview was used as the data collection tool and the gathered data were analyzed with content analysis. The results of the study showed that according to teachers, the curriculum is very abstract, the content of curriculum is above the student level and it can not be associated with daily life. Also, teachers said that in terms of the content similarity, the curriculum is in a structure that could be integrated into the social studies curriculum. In addition, it was determined that teachers considered the course as a necessary course due to its training democratic citizenship ideal and they are in favor of teaching it to students at early ages.
Evaluation of Human Rights, Citizenship and Democracy Course by Teacher's Vision
World Journal of Education, 2018
Human Rights, Citizenship and Democracy Course draws attention to with topics such as human rights, effective citizenship. In terms of content, it has an important place in contemporary education concept. It is thought that the Human Rights, Citizenship and Democracy course will benefit the social structure because of its content and the outputs that can be obtained at the end of the teaching process. The purpose of this research is to examination the opinions of teachers on the fourth class Human Rights, Citizenship and Democracy course. For this purpose, phenomenology from qualitative research methods were used in the study. As a result of the research, it was found that teachers had positive opinions about Human Rights, Citizenship and Democracy lesson. The results obtained include statements that administrators should have support for this course and the course should not be graded.
Implementation of Human Rights Values in Historical Learning in Educations
2020
Human rights abuses are the center of every country in the world, as they are the result of their dominance over the weak, or other things like ignorance, lack of law enforcement, etc. And so it is in the world of education, which ought to be a center of understanding and awareness of human rights, through history study. But rather often, human rights abuses come from academic environments such as schools and colleges. The study aims to analyze the implementation of human rights values in history study. The study uses a qualitative method with a library research approach, whereas the datacollecting technique is a document or documentary study instrument. These findings suggest that the study of history has affected the behavior of students that reflect the virtues of human consciousness. Human rights values such as equality and the ban of discrimination (nondiscrimination) are reflected in students after the historical learning process is done, it can be seen both inside and outside...
Evaluation of Human Rights, Civics and Democracy Curriculum through Eisner s Evaluation Framework
Hacettepe University Journal of Education, 2019
Human Rights, Civics and Democracy Curriculum for 4 th graders was began to be implemented in 2015-2016 academic year. In this study, we aim to evaluate this curriculum regarding the universality of human rights concept; the appropriateness of the curriculum with its educational goals, content, instructional material and methods in terms of students' cognitive level and finally teacher competencies to teach this course. A qualitative intrinsic case study method was utilized. The data was collected through document analysis; eighthours of classroom observation, and semi-structured interviews with seven elementary school teachers and six "experts". Eisner's Educational Connoisseurship and Criticism Model was used as an evaluation framework. Deductive content analysis was used to analyze the data and to illuminate specific details about the case under investigation. Results showed that attainments and content were consistent with the universality of human rights perspective; also, instruction and assessment methods were consistent with the philosophy (constructivism) of the curriculum. However, the course material, as regards to its aims, content and philosophy; and the practices applied inside the classroom were highly inconsistent with the goals of the curriculum.
Human Rights and Education: Concept and Practices
Journal of Social Sciences and Humanities, 2017
Human values and core principles of societies like self-respect, dignity, fairness, equality, dignity, non-discrimination and sharing have long been discussed and valued all over different societies and communities around the globe. These universal core principles are a reflection of the human rights; so the common skeleton of framework, philosophy and concept of human rights should be worldwide or universal. This implies that the recognition of human rights is supposed to be the goal of every state. Other than this central point, can we actually know the concept and dimensions of human rights? This basic question brings out the subject of education of human rights & human rights in education. Keeping in view this context the main objective of author is to study the perception/concept & practices of Teacher Educators about Human Right Education (HRE) & Human Right in Education. The population in this study comprised of Teacher Educators of Department of Education & teacher education...
An assessment of components of human rights education in high school curricula in Iran
Center for Human Rights Studies, 2015
The present study has been carried out on one of the most fundamental issues in the field of political pedagogy and curriculum as human rights education programs within schools. The main objective of this study consists of two issues that include, identifying concepts and components of human rights as well as assessment of the amount of attention that has been paid to the concepts and components of human rights in the curriculum and educational system of high schools in Iran. In this study, regarding components of human rights education, three basic areas of knowledge, skills and attitudes in human rights education have been considered and the amount of attention to these components in the three areas of design, implementation and evaluation of curriculum have been reviewed. The questions of the research have been structured to examine teachers, students and experts' opinions. The research method is descriptive – analytical. The result collected by researcher - administered questionnaire based on Cronbach's alpha is %88. The study population includes 420 humanities teachers of high schools in the city of Kashan from 2009 – 2010. A total of 200 humanities teachers have been selected through using stratified random sampling and a number of 27 educators with simple random sampling as subjects of study have been selected through using sample size table and Cochran's formula. Also by using census sampling [2], a total of 15 curriculum experts of high school working in the Office of Planning and Compiling of Organization for Educational Research and Planning answered the questionnaire. To analyze the data at the level of descriptive statistics (frequency distribution tables, graphs, averages, etc.) and T & F in inferential statistics (ANOVA analysis test) was used. The results showed that there is agreement between students, teachers and curriculum experts regarding teaching the discussed concepts of human rights in areas of knowledge, skills and attitudes. Curriculum experts have evaluated the amount of attention to human rights concepts and components in the areas of curriculum designing relatively low. There is no significant difference among the opinions of students, teachers and experts regarding peace education.
EFFECTS OF HUMAN RIGHTS EDUCATION AMONG STUDENTS
Nelson Mandela said that education is the most powerful weapon which you can use to change the world. Human rights education is an education that empowers individuals, groups and communities to have respectful life on the earth. This particular study focuses on the students who study human rights. The objectives of the study are, (a) to find out the purpose of studying human rights subject, (b) to examine the levels of knowledge and practice of human rights, and (c) to suggest better practice of human rights among the students. Findings and suggestions of the study may be useful for the agencies which work on human rights. The study also provides suggestions to educational institutions to enhance and popularize the human rights education among students. Index Terms— Human rights, human rights education, levels of knowledge, and levels of practice. I. INTRODUCTION Education is a process of learning or gaining knowledge, skills, values, belief and habits. It facilitates a person to become a good citizen. It is a lifelong process of learning. It fulfills the intellectual need of human being. Education on human rights is need of the hour. Every day, there is news of violation on human being. It is for many reasons such as money, power, property, religion, caste, etc., every human being has right to live on this earth. Human being does not have any right to disturb the lives of others. To ensure this situation, there is a need for education on human rights. This particular paper attempts to know the implications of human rights education among the students who study human rights as one of their subjects. The study discusses two parts which are (a) knowledge and (b) practice. Knowledge part deals how far the students aware about human rights and the practice part deals how far they are practice their knowledge on human rights in their day-today life. The study carried out in the district of Vellore of Tamil Nadu State of India. In brief, the findings of this study could help to know how far the knowledge is being applied to protect the human lives.
A STUDY ON THE ROLE OF JUDICIARY TOWARDS PROMOTION OF HUMAN RIGHTS EDUCATION
Manikchand Pahade Law College, 2019
Human rights can only thrive through an informed society which strives towards educating the society and ensuring human rights are protected and valued in order to encourage all to uphold their own rights along with the rights of others. For a society to be categorized as justice oriented, the judicial arm of governance has a crucial role to play. Therefore, human rights education is expected to develop and create an understanding of everyone's common responsibility towards making human rights a reality of every community. It is thus through the judiciary that these humanitarian values should be protected in order to prevent human rights abuses and hence create a just society which all human rights are valued and respected. The United Nations General Assembly proclaimed the World Programme for Human Rights Education with a view of implementing human rights educational programmes in all sectors under the General Assembly resolution 59/113. 1 The basic aim behind this incorporation was creating awareness on human rights ideologies and further scrutinize on human rights abuses. These programmes seek the promotion of a common understanding of basic principles and methodologies of human rights education, so as to provide a concrete framework for action and strengthening partnerships from international levels down to grass root levels. 2 It is in this line that this paper analyses on ways through which human rights education and values can be promoted by the judiciary in its working. This is so as for human rights to thrive transparency and accountability of the judiciary is important. Thus the study focuses on how human rights education is important as well as ways in which the judiciary plays an active role towards ensuring that human rights values are protected and respected by all within the society.