David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 23 (3):349-359 (1994)
Abstract Human rights education is an essential part of preparation for participation in a pluralistic democracy. As Europe aspires to be a continent of democratic states accepting human rights as their basic principles, a human rights ethic should be a feature of all schools within Europe. Human rights education provides an ethical and moral framework for living in community. Moreover, this ethical position is backed in Europe by the powerful legal framework of the European Convention on Human Rights. This paper describes the features of two teachers? human rights education courses based on a structure proposed by Richardson. Both explore the relationship between moral and legal aspects of human rights teaching. The Council of Europe Recommendation on ?Teaching and Learning about Human Rights in Schools? identifies three broad dimensions of human rights education, namely: skills, knowledge and feelings. The latter affective dimension, as well as facts and pedagogy, is critical to successful teacher education in human rights
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Claudia Messina & Liliana Jacott (2013). An Exploratory Study of Human Rights Knowledge: A Sample of Kindergarten and Elementary School Pre-Service Teachers in Spain. [REVIEW] Human Rights Review 14 (3):213-230.
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