Human Rights Education as a Field of Practice and of Theoretical Reflection

International Review of Education -     

大学生马克思主义人权观教育探讨

马克思主义人权观教育是大学生思想政治教育工作的必要内容;实践中,要遵循整体性、多样性和客观性原则,要重视大学生的马克思主义人权观教育,要把马克思主义人权理论纳入高校的思想政治教育体系,要借鉴接受理论以把握教育针对性,要善于利用网络以拓展教育途径。     

Human Rights Education as an Integral Part of General Education

This article argues that human rights education should become an integral part of general education. The author discusses efforts to realise this aim within the German general educational system. She pays special attention to three areas. First, at the theoretical level, she examines how human rights education can be conceptualised within the context of general education and against the background of globalisation and multiculturalism. Second, she examines the political and administrative level, including questions of curriculum. Thirdly, she looks at the didactical aspect of human rights education. In conclusion she points out some of the implications for teacher training.     

Foucault and Human Rights: Seeking the Renewal of Human Rights Education

This article takes up Foucault's politics of human rights and suggests that it may constitute a point of departure for the renewal of HRE, not only because it rejects the moral superiority of humanism—the grounding for the dominant liberal framework of international human rights—but also because it makes visible the complexities of human rights as illimitable and as strategic tools for new political struggles. Enriching human rights critiques has important implications for HRE, precisely because these critiques prevent the dominance of unreflexive and unproductive forms of HRE that lead toward a declarationalist, conservative and uncritical approach. It is argued that Foucault's critical affirmation of human rights—that is, an approach which is neither a full embrace nor a total rejection—provides a critique that can be disruptive to the conventional HRE approach and creates openings that might renew HRE, both politically and pedagogically.     

试论全纳教育与人权

全纳教育作为当今一种最新的国际教育思潮,其核心理念之一便是:教育即人权、反对教育中和社会上的排斥与歧视。自20世纪90年代以来,我国已关注到人权问题的重要性。作为人权的一个重要组成部分——公民平等的受教育权,也成为我国社会发展中关注的焦点。全纳教育正是基于教育即人权的理念,运用人权观,从多学科的视角和方法来分析教育和社会问题,因此具有较为深刻和深远的社会意义。     

Toward a Critical-Sentimental Orientation in Human Rights Education

This paper addresses one of the challenges in human rights education (HRE) concerning the conceptualization of a pedagogical orientation that avoids both the pitfalls of a purely juridical address and a ‘cheap sentimental’ approach. The paper uses as its point of departure Richard Rorty’s key intervention on human rights discourse and argues that a more critical orientation of Rorty’s proposal on ‘sentimental education’ has important implications for HRE. This orientation is not limited to perspectives such as Rorty’s voyeuristic approach to sentimentality, but rather focuses explicitly on the emotional and political consequences of various manifestations of sentimentality. Such an orientation in HRE will not only encourage learners to become more sympathetic to the living realities of those who suffer, but it will also interrogate the conditions of hearing narratives of suffering so that possibilities for cheap sentimentality are minimized as much as possible.     

Databases on Human Rights Education

International Review of Education -     

教育理论工作者回归实践的自识与反思

教育实践是教育活动者的生活实践,是教育活动者一种特有的存在方式,它是人的社会实践、人的日常生活实践和人的精神生活实践的统一。从严格意义上讲,教育理论工作者的研究性实践与真正意义上的教育生活实践是两种不同的实践,教育理论工作者实践方式的局限性表现为用狭隘的专业实践代替教育生活实践;用逻辑的实践代替实践的逻辑;用重复性实践代替生成性实践。教育理论工作者回归实践,并不仅仅要解决理论运用于实践或指导实践的问题,而是要通过自身生活方式的重构实现教育活动的创新。教育理论工作者回归实践从改变自身的生活方式开始,同时也包括在实践过程中与中小学教师的合作和共同发展。     

Toward a Hermeneutical Theory of International Human Rights Education

The purpose of this essay is to articulate and defend the epistemological foundations of international human rights education from the perspective of a hermeneutical interpretive methodology. Fuad Al‐Daraweesh and Dale Snauwaert argue here that this methodology potentially alleviates the challenges that face the cross‐cultural implementation of human rights education. While acknowledging the necessity of global human rights awareness, the authors maintain that local cultural conceptualization is imperative to the negotiated, local embrace of human rights. A critical, interpretive pedagogy emerges from grounding human rights education in a hermeneutic methodology. Thus, Al‐Daraweesh and Snauwaert advocate taking a hermeneutical approach in order to enlarge the scope and meaning of international human rights education.     

学校特色发展实践的理论反思

学校特色发展问题的关键是深入而准确地揭示中国社会现实条件下学校特色发展的理论基础与实现机制.从学校与人、学校与政府、学校与市场、学校与社会、学校与文化等几个理论视野进行反思和考察可得出如下结论:学校特色发展的实质与目的是学校的自主发展;学校精神的重建是学校特色发展的核心与灵魂;提高学校的办学效益和增大人的活动自由度是学校特色发展的两大课题;从外控管理走向自主型校本管理是学校特色发展的必然选择;有限办学资源的优化配置与优质教育资源的打造是学校特色发展的重要环节.     

作为人权批判策略的精神分析理论——科斯塔斯·杜兹纳之人权批判

所谓人权批判,指的是对启蒙人权哲学的整体批判,尤其是对于其方法论和内在悖论的揭示,人们熟知的对于人权状况的批判并不一定包括在内,因为后者批判的往往是人权状况不符合启蒙人权哲学预设之处,批判的根基恰恰是启蒙人权哲学。当然,如果能够透过人权状况存在的问题,找到启蒙人权哲学的内在悖论,也就是说如果能够将人权状况看成是人权哲学的"症候",进而找到"病因",那么对于人权状况的批判也可以看成是人权批判的一部分。对启蒙人权哲学的批判一直与启蒙人权哲学发展同步。在林林总总的批判中,运用精神分析理论进行批判自成一格,独具只眼,英国批判法学的领军人物之一、西方精神分析法学的代表人物之一科斯塔斯·杜兹纳的人权批判可以作为代表。     

教育实践美的审视

本文通过对教育实践美的理性分析,认为教师独特风格是教育实践关的形式,流畅体验是教育实践美的主体感受,自由创造是教育实践美的智慧,实践伦理是教育实践美的理性升华．教育生态是教育实践美的生命关照,教师合宜的行为是教育实践关的形象．身处“同一心境”是教育实践美的最高境界。     

教育实践美的审视

本文通过对教育实践美的理性分析,认为教师独特风格是教育实践美的形式,流畅体验是教育实践美的主体感受,自由创造是教育实践美的智慧,实践伦理是教育实践美的理性升华,教育生态是教育实践美的生命关照,教师合宜的行为是教育实践美的形象,身处同一心境是教育实践美的最高境界。     

Human Rights Education and Training for Professionals

Although human rights education (HRE) has a long history, it has only recently begun to realize its transformative potential. A critical catalyst in this process is the emerging global ethos of accountability. Within this context, HRE can play a crucial role in the construction of a universal culture of human rights, inspired by a shared commitment to a humane order and a belief that human beings have both the capacity and the responsibility to make a difference. In such an effort, the training of professionals is vital, especially of those professionals who can influence public debate on accountability and governance. Innovative HRE initiatives, characterized by a commitment to experiential learning and to international and regional cooperation among state and non-state actors, constitute a step in the right direction.     

惩罚教育的实践思考

惩罚教育的积极作用主要体现在教学过程、教育管理和学生自身发展等方面.不当惩罚则不利于学生的身心健康发展及和谐人际关系的建立.教师要正确认识和合理运用惩罚,遵循基本原则实施有效的惩罚教育.     

Consultation and Training for Human Rights Education

International Review of Education -