David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Moral Education 23 (3):285-295 (1994)
Abstract This paper describes a qualitative research project into the motivations and self?concepts of human rights advocates. Conclusions suggest that human rights advocacy is related to a sense?of?self defined through its connection, similarity and interdependency with others, particularly oppressed people outside one's own group. The educational implications of this premise are that human rights education must be expanded to (a) include overall classroom structures, (b) counteract the objectification of the oppressed by valuing the subjective experiences of students through the curricula and (c) transform the isolated nature of most United States classrooms
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References found in this work BETA
Nel Noddings (1984). Caring: A Feminine Approach to Ethics and Moral Education. University of California Press.
Lindy Wingfield & Helen Haste (1987). Connectedness and Separateness: Cognitive Style or Moral Orientation? Journal of Moral Education 16 (3):214-225.
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