(1963). TEACHING THE BILL OF RIGHTS. THERE ARE SEVERAL CAUSES FOR CONCERN ABOUT EDUCATION IN HUMAN RIGHTS. CONFLICTING VALUES ARE PLAYING AN INCREASING ROLE IN THE INTERNATIONAL COLD WAR. THERE IS A PRESENT DANGER THAT, IN THE ANXIETY TO WIN THE RACE OF SPACE AND TECHNOLOGY, THE U.S. MAY NEGLECT THE STRUGGLE OF VALUES WHICH IS SO CRUCIAL IN WINNING THE WAR FOR FREEDOM. THERE IS A RAPIDLY CHANGING RELATIONSHIP BETWEEN THE INDIVIDUAL CITIZEN AND THE GOVERNMENT. THE POSSIBILITIES FOR COLLISION OF GOVERNMENT ACTIVITY AND INDIVIDUAL RIGHTS INCREASE AS THE POWER OF THE GOVERNMENT ITSELF EXPANDS. EXAMPLES OF INDIVIDUAL AND MOB LAWLESSNESS AS WELL AS THE DANGERS OF BIASED OR IRRESPONSIBLE JURY MEMBERS MAKE CLEARER THE NEED FOR EVERY CITIZEN TO POSSESS A BASIC SENSITIVITY TO HUMAN AND CIVIL RIGHTS. SECONDARY SCHOOL SOCIAL STUDIES TEACHERS HAVE A MAJOR RESPONSIBILITY FOR INSTILLING AN APPRECIATION OF HUMAN RIGHTS IN THEIR STUDENTS. TEACHERS NEED TO DEMONSTRATE THE ESSENTIAL FLEXIBILITY OF CONSTITUTIONAL GUARANTEES THROUGH A…
(1992). Human Rights for Children: A Curriculum for Teaching Human Rights to Children Ages 3-12. Created to heighten teachers' awareness of human rights issues, particularly those related to children's rights, this guide offers children knowledge and skills in developing both self-worth and empathy for others. These feelings, the curriculum argues, are the foundation children need if they are to understand their rights as children and the basic rights of all human beings. The Ten Principles from The Declaration of the Rights of the Child, proclaimed by the United Nations in 1959, provide the nucleus for the manual. The Ten Principles express many familiar concepts, including self-esteem, multiculturalism, and child abuse. Considering these issues in the context of a comprehensive statement of children's rights adds weight and focus to them. The manual contains curricular activities and booklists to help teachers further children's understanding of their rights. The activities are divided into three age groups. "The Young Child" is for children ages 3-5. "The…
(1975). New Coalitions in an Age of Scarcity and Inflation. Journal of Intergroup Relations, 4, 1, 60-97, Apr 75. A report of a panel discussion which took place at the 27th Annual Conference of The National Association of Human Rights Workers, which focused on issues of social reform, intergroup relations, and how best to organize diverse ethnic groups to work towards the achievement of common goals. (EH)…
(1978). On Moral Education in the Finnish Comprehensive School Curriculum. Journal of Moral Education, v8 n1 p23-31 Oct. Basic values of moral education in Finnish schools come from the Universal Declaration of Human Rights. Moral tenets are taught in religion and civics. The textbooks deal with moral questions mainly on the individual level and provide limited opportunities for practice necessary for the internalization of values. (Author/SJL)…
(1988). A Dr. Martin Luther King, Jr. Curriculum: Playing the Dream. Young Children, v43 n2 p6-11 Jan. Discusses curriculum for young children centered around the beliefs and teachings of Dr. Martin Luther King, Jr. His works are interpreted in a human rights context in which children find their voice in the peaceable resolution of everyday conflicts. Describes the Child of the Day program. (Author/RWB)…
(1984). Denominational Thrust in Education: Some Issues Affecting Canadian Teachers. Canadian Journal of Education, v9 n3 p243-60 Sum. Notes that increasing support for denominational education in Canada challenges educators to examine the issue before serious conflict reaches the courts. Notes that denominational education is affecting teachers' professionalism and human rights. Explains that because existing court judgments are contradictory, conflict resolution is better achieved in other ways. (SB)…
(1984). International Education in Vocational Schools. International Understanding at School, n46-47 p20-22 1983-84. Vocational education imparts knowledge and skills that can be used to promote peace, international understanding, cooperation, and the observation of human rights, both nationally and internationally. Objectives of vocational education for international understanding are outlined, and specific examples of vocational content that has a global dimension are provided. (RM)…
(1983). The Fourth R in Public Schools and Academies. Integrated Education, v21 n1-6 p115-19 Jan-Dec. Reports on a study of private and public school teachers' perceptions of the relative importance of ten major social problems. Concludes that public school faculties exhibit a greater concern for the spirit of the law concerning the realization of human rights than is discernible in private academies. (Author/KH)…
(1983). Poetic License for Appreciation of Human Universality. Social Studies, v74 n5 p188-92 Sep-Oct. The imaginative teacher can employ poetry to advance student identification with the world community. Examples are provided. The learning objectives which poetry might facilitate are a commitment to removing human rights violations, an awareness of imperialistic policies, and a recognition of the absurdity of narrow, chauvinistic loyalty. (RM)…
(1982). Civil Rights Administration in the Classroom: A Practice-Oriented Course in Operating a Public Agency. Journal of Intergroup Relations, v10 n4 p19-40 Win. Describes a practical, university level course which applies principles of social science and public administration to the engineering of social change. The course, modeled on the Michigan Department of Human Rights, provides realistic exercises simulating the operations of a real agency involved in social planning and policy change. (GC)…
(1988). The Right to Remain Silent. Humanistic Education and Development, v26 n4 p141-53 Jun. Examines the relationship between imagination, silence, and democracy, and claims that all human rights depend on freedom of imagination and esthetic sensitivity. Concludes counselors are the advanced guard of imagination as it tries to break into civilization by touching its citizens though the symptoms of its discontents. (Author/ABL)…
(1989). American Political Thought: An Interpretation. Teaching Political Science, v16 n4 p166-73 Sum. Maintains that a course in U.S. political thought is necessary to increase students' knowledge of democracy, liberty, and human rights. Provides course goals, structure, and useful texts. Suggests a topical format rather than a chronological approach. Focuses on judicial opinions as an important indicator of traditional values. (RW)…
(1993). The Ethical Dimension of Teaching: A Review and a Proposal. Journal of Moral Education, v22 n3 p241-52. Maintains that there is an ethical dimension of teaching as an educational activity. Asserts that educators must avoid the errors of considering the ethical dimension as an alternative approach to education as a technical action. Suggests that a human rights framework be used to derive ethical content. (CFR)…
(1996). Big Humiliations. School Library Media Activities Monthly, v12 n6 p40-42 Feb. Discusses the theme of humiliation and the fear of humiliation in various stories for children and adolescents. Highlights include ethnicity and isolation, class bully torments, having a "special needs" relative, dreams of exclusion, and teacher crushes. Provides suggested activities for role-playing and human rights research. (AEF)…
(1994). Development Education in a Developing Country: A Study of Curriculum Innovation in Primary Schools. Compare, v24 n1 p79-92 Oct. Reports on "Pied Crow Magazine," a Kenyan magazine aimed at 11-14 year olds. The magazine promotes development education, arguing for sustainable development while simultaneously covering issues of human rights and social justice. Examines the magazine's funding, editorial policy, staff, and clashes with the local government. (MJP)…