Znaczenie pielęgnowania pokoju w edukacji przez nauczanie praw człowieka uczniów szkół średnich (original) (raw)
Related papers
Peace and human rights education: Dilemmas of compatibility and prospects for moving forward
PROSPECTS, 2011
ABSTRACT This article addresses the dilemmas emerging from efforts to integrate human rights values within a peace education programme being carried out in a conflict situation. Although the article is largely theoretical, it is grounded in the author’s reflections on a series of teacher workshops and his overall experiences conducting ethnographic research on issues of human rights and peace education in conflict and post-conflict situations, especially in his home country, Cyprus. The article outlines several interpretations and critiques of the human rights framework, offers an overview of human rights education and peace education, and then discusses two dilemmas that emerge from efforts to integrate human rights values within peace education programmes. Finally, it argues that an approach to human rights that is based on values and oriented towards praxis, with an emphasis on cross-cutting principles such as non-discrimination and equality, could perhaps be more compatible with peace education efforts.
THE SECONDARY EDUCATION STUDENTS’ PERCEPTIONS REGARDING PEACE EDUCATION AND HUMAN RIGHTS
This study aims at determining seceondary education students’ perceptions regarding peace education and human rights. (What is the perceptions of the secondary education students regarding peace education?-What is the perceptions of the secondary education students regarding human rights?- Do students’—studying at Secondary Education—opinions on peace education and human rights vary across class level, age, type of school, family’s educational background, and gender?). In this paper, the secondary students’ perception on peace education and human rights are presented by the method of questionnairre. The existing state here is reflected on the basis of student perceptions. This is a descriptive study because of its features. The questionnairre is composed of two parts. The students’ cooperation and communication; their prejudice, views and their attitudes towards the solution of disagreements are going to examine in order to determine their attitudes on peace education in the first part of the measure. In the second part, the students’ attitudes towards sex difference, etnic culture, religious values (faith), language, political and philosophical views are going to be assessed. Statistical analysis of data was performed by means of Windows SPSS packet program. The aritmetic means and percentages of each items in the questionnairre were calculated and the obtained data was tabled and interpreted. It is stated that according to the obtained results, secondary school students’ perceptions on Peace Education and Human Rights are usually positive. Key Words: Secondary Education, Human Right, Peace Education.
2020
Abstract: The world's peace-building and development organizations increasingly are incorporating human-rights frameworks into the myriad of activities now under their purview. Slower to develop, however, are the capacity-building programs designed to impart knowledge about human rights to citizens and communities. Field-workers throughout the world indicate that the lack of such guidance-giving education hinders them when it comes to monitoring activities, helping to rebuild public institutions, setting up and organizing electoral politics, building an unfettered media, protecting human security, setting up transitional justice mechanisms, and the myriad of other peace-building activities and democratization challenges they face in post-conflict situations. This paper not only explores this emerging field of the study and practice of human-rights education within the cross-national peace-building sphere by sharing the perspectives of educators around the world, but also consid...
To create a better and more peaceful world: Infusing human rights instruction in PK-12 classrooms
FIRE: Forum for International Research in Education, 2019
This article discusses an online graduate education course at a large Southern university in the United States. The course, part of a certificate program for International Baccalaureate (IB) educators, focuses on infusing human rights instruction in PK-12 classrooms and provides teachers with additional methods and strategies to teach various subjects, disciplines, student populations, and cultural contexts. Although the course text centers on the United Nations Convention of the Rights of the Child (UNCRC), additional readings require students to consider other human rights documents, academic research concerning peace and human rights education, and classroom strategies. The teachers who complete the course are more confident working with human rights topics and the course encourages educators to think critically and connect issues at their grade level and in their current contexts.
HUMAN RIGHTS EDUCATION by Vibhuti Patel
What is Human Rights Education? “The UN shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace." (art.26 - Universal Declaration of Human Rights) Included in the Universal Declaration of Human Rights (Art. 26.2), reiterated in other major international instruments, human rights education is an integral part of the right to education and has gained, of late, larger recognition as a human right in itself. The knowledge of the rights and freedoms, of oneself as much as of the others, is considered as a fundamental tool to guarantee the respect of all rights for each and every person. The concept underpinning human rights education is that education should not only aim at forming trained, professional workers, but also at contributing to the development of individuals who possess the skills to interact in a society. Human rights education, human rights into education aim at providing pupils and students with the abilities to accompany and produce societal changes. Education is seen as a way to empower people, improve their quality of life and increase their capacity to participate in the decision-making processes leading to social, cultural and economic policies. Human rights education cannot be reduced to the simple introduction of human rights content in already overburdened curricula. It brings about a profound reform of education, which touches upon curriculum in-service and pre-service training, textbooks, methodology, classroom management, and the organisation of the education system at all levels. Human rights education implies the learning and practice of human rights. A holistic approach to human rights education means that human rights are implemented at all levels of the education system, and that they are taught through both content transmission and experiences. Therefore, human rights education should not only be theoretical but should also provide opportunities for young people to develop and practice the skills to respect human rights and citizenship through “school life”, i.e. all aspects of school as a living, social environment with its collective rules, interpersonal conflicts, time and opportunities for co-operation, and through opportunities for spontaneous initiatives by the pupils outside the actual teaching activities.