Educating for Human Dignity

Educating for Human Dignity: Learning About Rights and Responsibilities

Betty A. Reardon
Copyright Date: 1995
Pages: 256
https://www.jstor.org/stable/j.ctt3fhrn4
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  • Book Info
    Educating for Human Dignity
    Book Description:

    Issues of universal human rights are critically important topics in education today. Educators, scholars, and activists urge schools to promote awareness and understanding of human rights in their curricula from the earliest levels. Written by by Betty A. Reardon, one of the foremost scholars on human rights education for the primary and secondary levels, Educating for Human Dignity is designed for both teachers and teacher educators. It is the first resource offering both guidance and support materials for human rights education programs from kindergarten through high school. It opens possibilities for an holistic approach to human rights education that directly confronts the values issues raised by human rights problems in a context of global interrelationships.

    eISBN: 978-0-8122-0018-8
    Subjects: Political Science

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-x)
  3. Preface and Acknowledgments
    (pp. xi-xii)
  4. Chapter 1 Introduction: Purposes and Approaches
    (pp. 1-12)

    The field of education, like all sectors of society, is presently being profoundly challenged by the rapidly changing global social system. The curricula of schools and teacher education institutions had hardly begun to develop a response to the often repeated litany of global problems when the system in which they evolved began to restructure itself drastically. This situation revealed the limits of the problem centered approach to understanding and teaching global social issues.

    The new challenge calls for an approach more readily adaptable to a world experiencing drastic changes, one grounded in a set of fundamental principles by which human...

  5. Chapter 2 A Developmental Sequence for Presentation of the Core Concepts
    (pp. 13-22)

    A developmental sequence to content comprises the final component of the framework for human rights education that is most conducive to the goals of the Decade for Human Rights Education. Table 1 summarizes the sequence.

    Using holism (defined as an integrated approach to interrelated issues and concepts) as the context for learning, the last component of the general framework is a developmental approach to a K–12 learning sequence concerning human rights which integrates well into the conceptual core of the framework. The fundamental values and concepts identified in Chapter 1 form the basis for planning curricula suited to the...

  6. Chapter 3 The Early Grades: Laying the Foundation for an Appreciation of Human Dignity—Kindergarten to Grade Three
    (pp. 23-48)

    Children begin the learning that determines their attitudes toward others with their very first breath. How infants are regarded by their families and the nature of the care-giving they experience will insruct them in how they are valued, about their human worth, and what they can expect from the world. This experience has a profound influence on how the child views the world and those who inhabit it. Children learn love and care through being given love and care. Teachers of the early grades should love and care for children.

    That children’s need of nurturing is stated as a right...

  7. Chapter 4 The Middle Grades: Introducing Standards and Principles—Grades Four to Six
    (pp. 49-86)

    As children come to later childhood they become more aware of social relationships and more interested in social interactions. While most of this developmental process centers on the society of their peers and a good deal on gender relations, they also pick up on the cues of the larger society, the unspoken-attitudinal and the spoken-behavioral indicators of social values. They are, as well, more aware of the world and are likely to know something of public events, social issues, and problems. Indeed, they are in need of guidance in interpreting the larger world, and in understanding and developing social relationships...

  8. Chapter 5 Junior High School: Reflecting and Valuing—Grades Seven to Nine
    (pp. 87-142)

    The pre-adolescent and early adolescent years are crucial in the development of personal and social identity. The need to “belong,” to be accepted by a peer group, can lead youngsters to values dilemmas for which they have not been prepared. Early and pre-teen peer groups often tend to be exclusive of those who don’t “fit in.” The seeds of moral exclusion, placing others outside the moral community and the bounds of fair treatment, find fertile ground in the twelve- to fourteen-year-old age group. Consequently it is an important stage at which to deal with the phenomenon and explore its consequences....

  9. Chapter 6 Senior High School: Confronting the Problems, Taking Responsibility—Grades Ten to Twelve
    (pp. 143-200)

    The last years of secondary school are a time of passage from adolescence to young adulthood, and for most citizens the last years of formal education. It is thus essential that the curriculum of citizenship education in secondary schools include study of current issues and problems of human rights, policy debates about what constitutes a human right, action strategies for remediation and prevention of violations, and citizens’ movements to arouse public awareness and bring about policy action in regard to specific problems and cases.

    Adequate preparation for global citizenship also requires familiarity with the international human rights standards, the problems...

  10. Chapter 7 Resources for Human Rights Education
    (pp. 201-220)

    Teachers and teacher educators seeking to undertake human rights education will find a variety of useful sources on which to base appropriate learning experiences for their students. A growing number of curricular materials and other teaching aids, many pamphlets and publications distributed by human rights organizations, and the popular media provide rich sources of information and descriptions of events that are very useful as bases for lesson planning and class discussions. Newspapers are probably the best source of succinct coverage of the major current human rights issues and events. We recommend maintaining a human rights bulletin board for posting newspaper...

  11. Appendix: Selected Human Rights Documents
    (pp. 221-234)
  12. Index
    (pp. 235-238)
  13. Back Matter
    (pp. 239-241)