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Saturday, September 11, 2021

Universal Declaration of Human Rights

From Wikipedia, the free encyclopedia
 
Universal Declaration of Human Rights
Eleanor Roosevelt UDHR.jpg
Eleanor Roosevelt holding the English language version of the Universal Declaration of Human Rights.
 
The universal declaration of human rights 10 December 1948.jpg
 
The human rights adopted by the United Nations General Assembly of its 183rd meeting, held in Paris on 10 December 1948
Created1948
Ratified10 December 1948
LocationPalais de Chaillot, Paris
Author(s)Draft Committee
PurposeHuman rights

The Universal Declaration of Human Rights (UDHR) is an international document adopted by the United Nations General Assembly that enshrines the rights and freedoms of all human beings. It was accepted by the General Assembly as Resolution 217 during its third session on 10 December 1948 at the Palais de Chaillot in Paris, France. Of the 58 members of the United Nations at the time, 48 voted in favour, none against, eight abstained, and two did not vote.

A foundational text in the history of human and civil rights, the Declaration consists of 30 articles detailing an individual's "basic rights and fundamental freedoms" and affirming their universal character as inherent, inalienable, and applicable to all human beings. Adopted as a "common standard of achievement for all peoples and all nations", the UDHR commits nations to recognize all humans as being "born free and equal in dignity and rights" regardless of "nationality, place of residence, gender, national or ethnic origin, colour, religion, language, or any other status". The Declaration is considered a "milestone document" for its "universalist language", which makes no reference to a particular culture, political system, or religion. It directly inspired the development of international human rights law, and was the first step in the formulation of the International Bill of Human Rights, which was completed in 1966 and came into force in 1976.

Although not legally binding, the contents of the UDHR have been elaborated and incorporated into subsequent international treaties, regional human rights instruments, and national constitutions and legal codes.

All 193 member states of the United Nations have ratified at least one of the nine binding treaties influenced by the Declaration, with the vast majority ratifying four or more. While there is a wide consensus declaration itself is non-binding and not part of customary international law, there is also a consensus that many of its provisions are binding and have passed into customary international law, although courts in some nations have been more restrictive on its legal effect. Nevertheless, the UDHR has influenced legal, political, and social developments on both the global and national levels, with its significance partly evidenced by its 524 translations, the most of any document in history.

Structure and content

The underlying structure of the Universal Declaration was influenced by the Code Napoléon, including a preamble and introductory general principles. Its final structure took form in the second draft prepared by French jurist René Cassin, who worked on the initial draft prepared by Canadian legal scholar John Peters Humphrey.

The Declaration consists of the following:

  • The preamble sets out the historical and social causes that led to the necessity of drafting the Declaration.
  • Articles 1–2 establish the basic concepts of dignity, liberty, and equality.
  • Articles 3–5 establish other individual rights, such as the right to life and the prohibition of slavery and torture.
  • Articles 6–11 refer to the fundamental legality of human rights with specific remedies cited for their defence when violated.
  • Articles 12–17 set forth the rights of the individual towards the community, including freedom of movement and residence within each state, the right of property and the right to a nationality.
  • Articles 18–21 sanction the so-called "constitutional liberties" and spiritual, public, and political freedoms, such as freedom of thought, opinion, expression, religion and conscience, word, peaceful association of the individual, and receiving and imparting information and ideas through any media.
  • Articles 22–27 sanction an individual's economic, social and cultural rights, including healthcare. It upholds an expansive right to a standard of living, provides for additional accommodations in case of physical debilitation or disability, and makes special mention of care given to those in motherhood or childhood.
  • Articles 28–30 establish the general means of exercising these rights, the areas in which the rights of the individual cannot be applied, the duty of the individual to society, and the prohibition of the use of rights in contravention of the purposes of the United Nations Organisation.

Cassin compared the Declaration to the portico of a Greek temple, with a foundation, steps, four columns, and a pediment.

Articles 1 and 2—with their principles of dignity, liberty, equality and brotherhood—served as the foundation blocks. The seven paragraphs of the preamble, setting out the reasons for the Declaration, represent the steps leading up to the temple. The main body of the Declaration forms the four columns. The first column (articles 3-11) constitutes rights of the individual, such as the right to life and the prohibition of slavery. The second column (articles 12-17) constitutes the rights of the individual in civil and political society. The third column (articles 18-21) is concerned with spiritual, public and political freedoms such as freedom of religion and freedom of association. The fourth column (articles 22-27) sets out social, economic and cultural rights. Finally, the last three articles provide the pediment which binds the structure together, as they emphasise the mutual duties of every individual to one another and to society.

History

Background

During World War II, the Allies—known formally as the United Nations—adopted as their basic war aims the Four Freedoms: freedom of speech, freedom of religion, freedom from fear, and freedom from want. Towards the end of the war, the United Nations Charter was debated, drafted, and ratified to reaffirm "faith in fundamental human rights, and dignity and worth of the human person" and commit all member states to promote "universal respect for, and observance of, human rights and fundamental freedoms for all without distinction as to race, sex, language, or religion". When the atrocities committed by Nazi Germany became fully apparent after the war, the consensus within the world community was that the UN Charter did not sufficiently define the rights to which it referred. It was deemed necessary to create a universal declaration that specified the rights of individuals so as to give effect to the Charter's provisions on human rights.

Creation and drafting

In June 1946, the Economic and Social Council (ECOSOC)—a principal organ of the newly founded United Nations responsible for promoting human rights—created the Commission on Human Rights (CHR), a standing body within the UN tasked with preparing what was initially conceived as an International Bill of Rights. It had 18 members from various national, religious, and political backgrounds, so as to be representative of humanity. In February 1947, the Commission established a special Universal Declaration of Human Rights Drafting Committee, chaired by Eleanor Roosevelt of the United States, to write the articles of the Declaration. The Committee met in two sessions over the course of two years. The document is based on the English Magna Carta, the 1689 English Bill of Rights, the American Declaration of Independence, the American Bill of Rights, and the French Declaration of the Rights of Man and of the Citizen.

Canadian John Peters Humphrey, the newly appointed Director of the Division of Human Rights within the United Nations Secretariat, was called upon by the UN Secretary-General to work on the project, becoming the Declaration's principal drafter. Other prominent members of the Drafting Committee included René Cassin of France; Committee Rapporteur Charles Malik of Lebanon, and Vice-Chairman P.C. Chang of the Republic of China. A month after its creation, the Drafting Committee was expanded to include representatives of Australia, Chile, France, the Soviet Union, and the United Kingdom, in addition to the inaugural members from China, France, Lebanon, and the United States.

Humphrey is credited with devising the "blueprint" for the Declaration, while Cassin composed the first draft. Both received considerable input from other members, each of whom reflected different professional and ideological backgrounds. The Declaration's pro-family phrases allegedly derived from Cassin and Malik, who were influenced by the Christian Democracy movement; Malik, a Christian theologian, was known for appealing across religious lines, as well as to different Christian sects. Chang urged removing all references to religion to make the document more universal, and used aspects of Confucianism to settle stalemates in negotiations. Hernán Santa Cruz of Chile, an educator and judge, strongly supported the inclusion of socioeconomic rights, which had been opposed by some Western nations.

In her memoirs, Roosevelt commented on the debates and discussions that informed the UDHR, describing one such exchange during the Drafting Committee's first session in June 1947:

Dr. Chang was a pluralist and held forth in charming fashion on the proposition that there is more than one kind of ultimate reality. The Declaration, he said, should reflect more than simply Western ideas and Dr. Humphrey would have to be eclectic in his approach. His remark, though addressed to Dr. Humphrey, was really directed at Dr. Malik, from whom it drew a prompt retort as he expounded at some length the philosophy of Thomas Aquinas. Dr. Humphrey joined enthusiastically in the discussion, and I remember that at one point Dr. Chang suggested that the Secretariat might well spend a few months studying the fundamentals of Confucianism!

In May 1948, roughly a year after its creation, the Drafting Committee held its second and final session, where it considered the comments and suggestions of member states and international bodies, principally the UN Conference on Freedom of Information, which took place the prior March and April; the Commission on the Status of Women, a body within ECOSOC that reported on the state of women's rights worldwide; and the Ninth International Conference of American States, held in Bogota, Colombia in spring of 1948, which adopted the American Declaration of the Rights and Duties of Man, the world's first general international human rights instrument. Delegates and consultants from several UN bodies, international organisations, and nongovernmental organisations also attended and submitted suggestions. It was also hoped that an International Bill of Human Rights with legal force could be drafted and submitted for adoption alongside the Declaration.

Upon the session's conclusion on 21 May 1948, the Committee submitted to the Commission on Human Rights a redrafted text of the "International Declaration of Human Rights" and the "International Covenant of Human Rights", which together would form an International Bill of Rights. The redrafted Declaration was further examined and discussed by the Commission on Human Rights in its third session in Geneva 21 May through 18 June 1948. The so-called "Geneva text" was circulated among member states and subject to several proposed amendments; for example, Hansa Mehta of India notably suggested that the Declaration assert that "all human beings are created equal", instead of "all men are created equal", to better reflect gender quality.

With a vote of 12 in favour, none opposed, and four abstaining, the CHR approved the proposed Declaration, though was unable to examine the contents and implementation of the proposed Covenant. The Commission forwarded the approved text of the Declaration, as well as the Covenant, to the Economic and Social Council for its review and approval during its seventh session in July and August 1948. The Council adopted Resolution 151(VII) of 26 August 1948, transmitting the draft International Declaration of Human Rights to the UN General Assembly.

The Third Committee of the General Assembly, which convened from 30 September to 7 December 1948, held 81 meetings concerning the draft Declaration, including debating and resolving 168 proposals for amendments by UN member states. On its 178th meeting on 6 December, the Third Committee adopted the Declaration with 29 votes in favour, none opposed and seven abstentions. The document was subsequently submitted to the wider General Assembly for its consideration on 9 and 10 December 1948.

Adoption

The Universal Declaration was adopted by the General Assembly as UN Resolution A/RES/217(III)[A] on 10 December 1948 in Palais de Chaillot, Paris. Of the 58 UN members at the time, 48 voted in favour, none against, eight abstained, and Honduras and Yemen failed to vote or abstain.

Eleanor Roosevelt is credited with having been instrumental in mustering support for the Declaration's adoption, both in her native U.S. and across the world, owing to her ability to appeal to different and often opposing political blocs.

The meeting record provides firsthand insight into the debate on the Declaration's adoption. South Africa's position can be seen as an attempt to protect its system of apartheid, which clearly violated several articles in the Declaration. Saudi Arabia's abstention was prompted primarily by two of the Declaration's articles: Article 18, which states that everyone has the right "to change his religion or belief", and Article 16, on equal marriage rights. The abstentions by the six communist nations centred on the view that the Declaration did not go far enough in condemning fascism and Nazism; Eleanor Roosevelt attributed the actual point of contention as being Article 13, which provided the right of citizens to leave their countries. Other observers point to the Soviet bloc's opposition to the Declaration's "negative rights", such as provisions calling on governments not to violate certain civil and political rights.

The British delegation, while voting in favor of the Declaration, expressed frustration that the proposed document had moral obligations but lacked legal force; it would not be until 1976 that the International Covenant on Civil and Political Rights came into force, giving a legal status to most of the Declaration.

Voting in the plenary session:
Green countries: voted in favour;
Orange countries: abstained;
Black countries: failed to abstain or vote;
Grey countries: were not part of the UN at time of voting

The 48 countries that voted in favour of the Declaration are:

Eight countries abstained:

Two countries did not vote:

The majority of current UN member states gained sovereignty and joined the organisation later, which accounts for the relatively small number of states entitled to the historical vote.

International Human Rights Day

Ex - Foreign Office Minister Baroness Anelay speaking at the Commemorating Human Rights Day event in London, 8 December 2016.
 

December 10, the anniversary of the adoption of the Universal Declaration, is celebrated annually as World Human Rights Day or International Human Rights Day. The commemoration is observed by individuals, community and religious groups, human rights organizations, parliaments, governments, and the United Nations. Decadal commemorations are often accompanied by campaigns to promote awareness of the Declaration and of human rights general. 2008 marked the 60th anniversary of the Declaration, and was accompanied by year-long activities around the theme "Dignity and justice for all of us". Likewise, the 70th anniversary in 2018 was marked by the global #StandUpForHumanRights campaign, which targeted youth.

Impact

Significance

In miniature book

The UDHR is considered groundbreaking for providing a comprehensive and universal set of principles in a secular, apolitical document that explicitly transcends cultures, religions, legal systems, and political ideologies. Its claim to universality has been described as "boundlessly idealistic" and the "most ambitious feature". The Declaration was the first instrument of international law to use the phrase "rule of law", thereby establishing the principle that all members of all societies are equally bound by the law regardless of the jurisdiction or political system.

The Declaration was officially adopted as a bilingual document in English and French, with official translations in Chinese, Russian and Spanish, all of which are official working languages of the UN. Due to its inherently universalist nature, the UN has made a concerted effort to translate the document into as many languages as possible, in collaboration with private and public entities and individuals. In 1999, the Guinness Book of Records described the Declaration as the world's "Most Translated Document", with 298 translations; the record was once again certified a decade later when the text reached 370 different languages and dialects. The UDHR achieved a milestone of over 500 translations in 2016, and as of 2020, has been translated into 524 languages, remaining the most translated document.

In its preamble, governments commit themselves and their people to progressive measures that secure the universal and effective recognition and observance of the human rights set out in the Declaration. Eleanor Roosevelt supported the adoption of the text as a declaration, rather than as a treaty, because she believed that it would have the same kind of influence on global society as the United States Declaration of Independence had within the United States. Even though it is not legally binding, the Declaration has been incorporated into or influenced most national constitutions since 1948. It has also served as the foundation for a growing number of national laws, international laws, and treaties, as well as for a growing number of regional, subnational, and national institutions protecting and promoting human rights.

The Declaration's all-encompassing provisions serve as a "yardstick" and point of reference by which countries' commitments to human rights are judged, such as through the treaty bodies and other mechanisms of various human rights treaties that monitor implementation.

Legal effect

In international law, a declaration is distinct from a treaty in that it generally states aspirations or understandings among the parties, rather than binding obligations. The Declaration was explicitly adopted to reflect and elaborate on the customary international law reflected in the "fundamental freedoms" and "human rights" referenced in the United Nations Charter, which is binding on all member states. For this reason, the Universal Declaration of Human Rights is a fundamental constitutive document of the United Nations and, by extension, all 193 parties of the UN Charter.

Many international lawyers believe that the Declaration forms part of customary international law and is a powerful tool in applying diplomatic and moral pressure to governments that violate its articles. One prominent international jurist described the UDHR as being "universally regarded as expounding generally accepted norms." Other legal scholars have further argued that the Declaration constitutes jus cogens, fundamental principles of international law from which no state may deviate or derogate. The 1968 United Nations International Conference on Human Rights advised that the Declaration "constitutes an obligation for the members of the international community" to all persons. Courts in various countries have also affirmed that the Declaration constitutes customary international law.

The Declaration has served as the foundation for two binding UN human rights covenants: the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights. The principles of the Declaration are elaborated in other binding international treaties such as the International Convention on the Elimination of All Forms of Racial Discrimination, the International Convention on the Elimination of Discrimination Against Women, the United Nations Convention on the Rights of the Child, the United Nations Convention Against Torture, and many more. The Declaration continues to be widely cited by governments, academics, advocates, and constitutional courts, and by individuals who appeal to its principles for the protection of their recognised human rights.

National law

One scholar estimates that at least 90 national constitutions drafted since the Declaration's adoption in 1948 "contain statements of fundamental rights which, where they do not faithfully reproduce the provisions of the Universal Declaration, are at least inspired by it." At least 20 African nations that attained independence in the decades immediately following 1948 explicitly referenced the UDHR in their constitutions. As of 2014, the constitutions that still directly cite the Declaration are those of Afghanistan, Benin, Bosnia-Herzegovina, Burkina Faso, Burundi, Cambodia, Chad, Comoros, Côte d'Ivoire, Equatorial Guinea, Ethiopia, Democratic Republic of the Congo, Gabon, Guinea, Haiti, Mali, Mauritania, Nicaragua, Niger, Portugal, Romania, Rwanda, São Tomé and Príncipe, Senegal, Somalia, Spain, Togo and Yemen. Moreover, the constitutions of Portugal, Romania, São Tomé and Príncipe, and Spain compel their courts to "interpret" constitutional norms consistently with the Universal Declaration.

Judicial and political figures in many nations have directly invoked the UDHR as an influence or inspiration on their courts, constitutions, or legal codes. Indian courts have ruled the Indian Constitution "[embodies] most of the articles contained in the Declaration". Nations as diverse as Antigua, Chad, Chile, Kazakhstan, Saint Vincent and the Grenadines, and Zimbabwe have derived constitutional and legal provisions from the Declaration. In some cases, specific provisions of the UDHR are incorporated or otherwise reflected in national law. The right to health or to protection of health is found in the constitutions of Belgium, Kyrgyzstan, Paraguay, Peru, Thailand, and Togo; constitutional obligations on the government to provide health services exist in Armenia, Cambodia, Ethiopia, Finland, South Korea, Kyrgyzstan, Paraguay, Thailand, and Yemen.

A survey of U.S. cases through 1988 found five references to the Declaration by the United States Supreme Court; sixteen references by federal courts of appeal; twenty-four references by federal district courts; one reference by a bankruptcy court; and several references by five state courts. Likewise, research conducted in 1994 identified 94 references to the Declaration by federal and state courts across the U.S.

In 2004, the U.S. Supreme Court ruled in Sosa v. Alvarez-Machain that the Declaration "does not of its own force impose obligations as a matter of international law", and that the political branches of the U.S. federal government can "scrutinize" the nation's obligations to international instruments and their enforceability. However, U.S. courts and legislatures may still use the Declaration to inform or interpret laws concerned with human rights, a position shared by the courts of Belgium, the Netherlands, India, Sri Lanka.

Reaction

Praise and support

The Universal Declaration has received praise from a number of notable activists, jurists, and political leaders. Lebanese philosopher and diplomat Charles Malik called it "an international document of the first order of importance", while Eleanor Roosevelt—first chairperson of the Commission on Human Rights (CHR) that helped draft the Declaration—stated that it "may well become the international Magna Carta of all men everywhere." At the 1993 UN World Conference on Human Rights, one of the largest international gatherings on human rights, diplomats and officials representing 100 nations reaffirmed their governments' "commitment to the purposes and principles contained in the Charter of the United Nations and the Universal Declaration of Human Rights" and emphasized that the Declaration as "the source of inspiration and has been the basis for the United Nations in making advances in standard setting as contained in the existing international human rights instruments." In a speech on 5 October 1995, Pope John Paul II called the Declaration "one of the highest expressions of the human conscience of our time", despite the Vatican never adopting it. In a statement on 10 December 2003 on behalf of the European Union, Marcello Spatafora said that the Declaration "placed human rights at the centre of the framework of principles and obligations shaping relations within the international community."

As a pillar of international human rights, the UDHR enjoys widespread support among international and nongovernmental organizations. The International Federation for Human Rights (FIDH), one of the oldest human rights organizations, has as its core mandate the promotion of the respect for all rights set out in the Declaration, the International Covenant on Civil and Political Rights, and the International Covenant on Economic, Social and Cultural Rights. Amnesty International, the third oldest international human rights organization, has regularly observed Human Rights Day and organised worldwide events to bring awareness and support of the UDHR. Some organisations, such as the Quaker United Nations Office, the American Friends Service Committee, and Youth for Human Rights International (YHRI) have developed curriculum or programs to educate young people on the Universal Declaration of Human Rights.

Specific provisions of the UDHR are cited or elaborated by interest groups in relation to their specific area of focus. In 1997, the council of the American Library Association (ALA) endorsed Articles 18 through 20 concerning freedoms of thought, opinion, and expression, which were codified in the ALA Universal Right to Free Expression and the Library Bill of Rights. The Declaration formed the basis of the ALA's claim that censorship, invasion of privacy, and interference of opinions are human rights violations.

Criticism

Islamic countries

Distribution map of Islam in the world.
 
The Map shows the % Muslim population in each nation, worldwide. The Gray color for a nation means near zero % of the population in that nation is Muslim.
 

Most Muslim-majority countries that were then members of the UN signed the Declaration in 1948, including Afghanistan, Egypt, Iraq, Iran, and Syria; Turkey, which had an overwhelmingly Muslim population but an officially secular government, also voted in favor. Saudi Arabia was the sole abstainer on the Declaration among Muslim nations, claiming that it violated Sharia law. Pakistan, officially an Islamic republic, signed the declaration and critiqued the Saudi position, strongly arguing in favour of including freedom of religion.

Moreover, some Muslim diplomats would later help draft other UN human rights treaties. For example, Iraq's representative to the UN, Bedia Afnan's insistence on wording that recognized gender equality resulted in Article 3 within the ICCPR and ICESCR, which, together with the UDHR, form the International Bill of Rights. Pakistani diplomat Shaista Suhrawardy Ikramullah influenced the drafting of the Declaration, especially with respect to women's rights, and played a role in the preparation of the 1951 Genocide Convention.

In 1982, the Iranian representative to the United Nations, who represented the country's newly installed Islamic republic, said that the Declaration was "a secular understanding of the Judeo-Christian tradition" that could not be implemented by Muslims without conflict with Sharia.

On 30 June 2000, member states of the Organisation of Islamic Cooperation, which represents most of the Muslim world, officially resolved to support the Cairo Declaration on Human Rights in Islam, an alternative document that says people have "freedom and right to a dignified life in accordance with the Islamic Shari'ah", without any discrimination on grounds of "race, colour, language, sex, religious belief, political affiliation, social status or other considerations". The Cairo Declaration is widely acknowledged to be a response to the UDHR, and uses similar universalist language, albeit derived solely from Islamic jurisprudence.

Regarding the promulgation of the Cairo Declaration on Human Rights in Islam, T. Jeremy Gunn, Professor of Law and Political Science at the International University of Rabat in Morocco, has stated:

the twenty-two-member League of Arab States (Arab League)–each of whose members also belongs to the OIC and is majority-Muslim–created its own human rights instruments and institutions (based in Cairo) that set it apart from the international human rights regime. While the term “Arab” denotes an ethnicity and “Muslim” references a religion, all majority-Arab countries are also majority-Muslim countries, though the opposite does not hold. Indeed, the preponderance of Muslim-majority countries is not Arab. It has long been recognized that the Muslim-majority Arab world ranks particularly poorly with respect to human rights. According to the 2009 Arab Human Development Report, written by Arab experts for the United Nations Development Programme Regional Bureau for Arab States, “Arab states seem content to ratify certain international human rights treaties, but do not go so far as to recognize the role of international mechanisms in making human rights effective.” [...] The resistance to implementation of international human rights standards in parts of the Muslim and Arab worlds is perhaps most salient with the panoply of rights related to religion. In terms of the UDHR, the core of the resistance is centered on issues of the right to freedom of thought, conscience, and religion (Article 18), prohibition of discrimination on the basis of religion (Article 2), and the prohibition of discrimination against women (preamble, Article 2, Article 16). The same resistance to universal standards, already present in the UDHR, continued in subsequent elaborations of human rights, including the International Covenant on Civil and Political Rights (ICCPR), the Convention on the Elimination of All Forms of Discrimination Against Women, the Convention on the Rights of the Child, and the 1981 Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief.

A number of scholars in different fields have expressed concerns with the Declaration's alleged Western bias. Abdulaziz Sachedina observes that Muslims broadly agree with the Declaration's universalist premise, which is shared by Islam, but differ on specific contents, which many find "insensitive to particular Muslim cultural values, especially when it comes to speaking about individual rights in the context of collective and family values in Muslim society". However, he notes that most Muslim scholars, while opposing the inherently secular framework of the document, do respect and acknowledge some of its "foundations". Sachedina adds that many Christians similarly criticise the Declaration for reflecting a secular and liberal bias in opposition to certain religious values.

Riffat Hassan, a Pakistani-born Muslim theologian, has argued:

What needs to be pointed out to those who uphold the Universal Declaration of Human Rights to be the highest, or sole, model, of a charter of equality and liberty for all human beings, is that given the Western origin and orientation of this Declaration, the "universality" of the assumptions on which it is based is – at the very least – problematic and subject to questioning. Furthermore, the alleged incompatibility between the concept of human rights and religion in general, or particular religions such as Islam, needs to be examined in an unbiased way.

Faisal Kutty, a Muslim Canadian human rights activist, opines that a "strong argument can be made that the current formulation of international human rights constitutes a cultural structure in which western society finds itself easily at home ... It is important to acknowledge and appreciate that other societies may have equally valid alternative conceptions of human rights."

Irene Oh, the director of the peace studies program at Georgetown University, has proposed that Muslim opposition to the UDHR, and the broader debate about the document's secular and Western bias, could be resolved through mutual dialogue grounded in comparative descriptive ethics.

"The Right to Refuse to Kill"

Groups such as Amnesty International and War Resisters International have advocated for "The Right to Refuse to Kill" to be added to the Universal Declaration, as has Seán MacBride, a former Assistant Secretary-General of the United Nations and Nobel Peace Prize laureate. War Resisters International has stated that the right to conscientious objection to military service is primarily derived from Article 18 of the UDHR, which preserves the right to freedom of thought, conscience, and religion. Some steps have been taken within the UN to make the right more explicit, with the Human Rights Council repeatedly affirming that Article 18 enshrines "the right of everyone to have conscientious objection to military service as a legitimate exercise of the right to freedom of thought, conscience and religion".

American Anthropological Association

The American Anthropological Association criticized the UDHR during its drafting process, warning that its definition of universal rights reflected a Western paradigm that was unfair to non-Western nations. They further argued that the West's history of colonialism and evangelism made them a problematic moral representative for the rest of the world. They proposed three notes for consideration with underlying themes of cultural relativism:

  1. The individual realizes his personality through his culture, hence respect for individual differences entails a respect for cultural differences.
  2. Respect for differences between cultures is validated by the scientific fact that no technique of qualitatively evaluating cultures has been discovered.
  3. Standards and values are relative to the culture from which they derive so that any attempt to formulate postulates that grow out of the beliefs or moral codes of one culture must to that extent detract from the applicability of any Declaration of Human Rights to mankind as a whole.

Bangkok Declaration

During the lead up to the World Conference on Human Rights held in 1993, ministers from several Asian states adopted the Bangkok Declaration, reaffirming their governments' commitment to the principles of the United Nations Charter and the Universal Declaration of Human Rights. They stated their view of the interdependence and indivisibility of human rights and stressed the need for universality, objectivity, and non-selectivity of human rights. However, at the same time, they emphasised the principles of sovereignty and non-interference, calling for greater emphasis on economic, social, and cultural rights—in particular, the right to economic development by establishing international collaboration directives between the signatories. The Bangkok Declaration is considered to be a landmark expression of Asian values with respect to human rights, which offers an extended critique of human rights universalism.

Human rights education

From Wikipedia, the free encyclopedia

Human rights education is defined as the learning process that builds up the required knowledge, values, and proficiency of human rights of which the objective is to develop an acceptable human rights culture. This type of learning teaches students to examine their experiences from the human rights point of view enabling them to integrate these concepts into their values and decision-making. According to Amnesty International, human rights education is a way to empower people so that they can create skills and behavior that would promote dignity and equality within the community, society, and all over the world.

Non-discrimination

The "National Economics and Social Rights Initiative" stated the importance of Non-Discrimination in Human Rights Education. Governments must see to it that it must be exercised without bias to race, gender, color, religion, language, national or social origin, political or personal opinion, birth, or any status. All students, parents, and communities possess the right to take part in decisions affecting their respective schools and the right to education.

Human rights education and training

The OHCHR promotes Human Rights Education by supporting national and local initiatives for HRE within the context of its Technical Cooperation Programs and through the ACT Project which subsidizes the grassroots projects. The ACT or Assisting Communities Together Project is the collaboration between the OHCHR and the United Nations Development Program (UNDP) to make grants available for civil society organizations in implementing human rights activities in local communities.

The OHCHR also develops preferred Human Rights Education training materials and resource tools such as the Database on Human Rights Education and Training, Resource Collection on Human Rights Education and Training, and web section on the Universal Declaration of Human Rights. Finally, it takes care of coordinating the World Program for Human Rights Education.

Universal Declaration of Human Rights

The "Universal Declaration of Human Rights" is acknowledged as a landmark document in human rights history. It was drafted by representatives from various countries and regions with varying legal and cultural experiences. The United Nations General Assembly proclaimed this declaration in Paris, France, on 10 December 1948. This Declaration states that basic human rights require protection. It was translated into more than 500 languages worldwide.

Demand for human rights education

The demand for human rights education continues to grow globally. Academic institutions are in the position to train students as future business leaders capable of managing human rights impact on their respective corporate organizations. The United Nations Global Compact in cooperation with the Principles for Responsible Management Education invites different corporations to incorporate business along with human rights topics to their curricula.

The Asia-Pacific Center for Education for International Understanding and the United Nations Academic Impact mutually organized the 2018 United Nations Global Citizenship Education Seminar at the UN Headquarters in New York City. These seminars are useful in the formulation of new ideas and concepts related to HRE. Human Rights Education is crucial because it is one of the keys to making governments and political leaders accountable. It also imparts and spreads out the human rights vocabulary and provides a critical approach towards human rights.

Human rights education and the United Nations

The United Nations High Commissioner for the Promotion and Protection of all Human Rights functions as coordinator of the UN Education and Public Information Programs in the area of human rights.

The United Nations General Assembly has proclaimed it as central to the achievement of the rights enshrined in the Universal Declaration of Human Rights (UDHR):

Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms...

— Preamble to the Universal Declaration of Human Rights, 1948

Article 26.2 of the UDHR states the role of educators in achieving the social order called for by the declaration:

Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

— Article 26.2 of the Universal Declaration of Human Rights

Article 29 of the Convention on the Rights of the Child requires states to ensure that children are enabled to develop a respect for their own cultural identity, language and values and for the culture, language and values of others.

The importance of human rights was reaffirmed by the United Nations in the 1993 Vienna Declaration and Programme of Action:

The World Conference on Human Rights reaffirms that States are duty-bound, as stipulated in the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights and in other international human rights instruments, to ensure that education is aimed at strengthening the respect of human rights and fundamental freedoms.

— Paragraph 33, section 1 of the Vienna Declaration and Programme of Action

States should strive to eradicate illiteracy and should direct education toward the full development of the human personality and to the strengtheng of respect for human rights and fundamental freedoms. The World Conference on Human Rights calls on all States and institutions to include human rights, humanitarian law, democracy and rule of law as subjects in curricula of all learning institutions in formal and non- formal settings. Human rights education should include peace, democracy, development and social justice, as set forth in international and regional human rights instruments, in order to achieve common understanding and awareness with a view to strengthening universal commitment to human rights.

— Paragraph 79 and 80, section 2 of the Vienna Declaration and Programme of Action

As a result of the Vienna Declaration the decade from 1995 to 2004 was declared the UN Decade of Human Rights Education.

UNESCO has a responsibility to promote human rights education, and was a key organiser of the UN's Decade for Human Rights Education. UNESCO attempts to promote human rights education through:

  • Development of national and local capacities for human rights education, through its co-operation in development projects and programmes at national and sub-regional levels.
  • Elaboration of learning materials and publications and their translation and adaptation in national and local languages.
  • Advocacy and Networking Activities.

Following the Decade of Human Rights Education, on 10 December 2004, the General Assembly proclaimed the World Programme for Human Rights Education, and ongoing project to advance the implementation of human rights education programmes in all sectors:

Building on the achievements of the United Nations Decade for Human Rights Education (1995-2004), the World Programme seeks to promote a common understanding of the basic principles and methodologies of human rights education, to provide a concrete framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots.

— United Nations High Commissioner for Human Rights website

Human rights education history

The emphasis on Human Rights Education began in 1995 with the beginning of the UN Decade for Human Rights Education, though previously addressed in 1953 with the UNESCO Associated Schools Program, which served as an "initial attempt to teach human rights in formal school settings". The first formal request for the need to educate students about human rights came about in UNESCO’s 1974 article Recommendation concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedoms. The participants of the International Congress on the Teaching of Humans Rights eventually met in 1978 to form a specific definition of what would be required application of the education in formal curricula. The aims at which the Congress agreed upon including the encouragement of tolerant attitudes with focus on respect, providing knowledge of human rights in the context of national and international dimensions as well as their implementations, and finally developing awareness of human rights translating into reality whether social or political on national and international levels.

Human Rights Education became an official central concern internationally after the World Conference on Human Rights in 1993. This conference brought the issue of educating formally to the top of many countries' priority lists and was brought to the attention of the United Nations. It was two years later that the United Nations approved the Decade for Human Rights Education, which reformed the aims of application once again. Since the development of the UN Decade, the incorporation of human rights education into formal school curricula has been developed and diversified with the assistance of nongovernmental organizations, intergovernmental organizations, and individuals dedicated to spreading the topic through formal education.

Today the most influential document used to determine what qualifies as human rights and how to implement these ideas and rights into everyday life is the Universal Declaration. The declaration was adopted by the General Assembly in 1948, making 10 December annual Human Rights Day ever since. To this day the 30 article compilation is seen as "a common standard of achievement for all peoples and all nations".

Human rights education organizations

The Arab Organization for Human Rights is an independent Arab non-governmental organization based in Tunisia. It was founded in 1989 at the initiative of the Arab Organization for Human Rights, the Arab Lawyers Union, and the Tunisian League for Human Rights and with the support of the United Nations Centre for Human Rights. The Institute received the UNESCO International Award for Human Rights Education for the year 1992. Goals : The Arab Institute for Human Rights aims to promote a culture of civil, political, economic, social and cultural human rights, as enshrined in the Universal Declaration of Human Rights and international conventions, and to strengthen the values of democracy and citizenship.

Organizations such as Indian Institute of Human Rights, Amnesty International and Human Rights Education Associates (HREA) promote human rights education with their programmes, believing "that learning about human rights is the first step toward respecting, promoting and defending those rights".

Amnesty International defines Human Rights Education as a "deliberate, participatory practice aimed at empowering individuals, groups and communities through fostering knowledge, skills and attitudes consistent with internationally recognized human rights principles" and explains the goal of Human Rights Education is to "empower yourself and others to develop the skills and attitudes that promote equality, dignity and respect in your community, society and worldwide."

Human Rights organizations aim to protect human rights on different levels some being more specific to geographical areas, others are based on governmental influences, others are nonprofit and education based, while others specifically aim to protect a certain group of individuals. The following are organizations with brief descriptions of their aims, targeted audiences, and affiliations.

According to the Office of the High Commissioner for Human Rights (OHCHR), each submission whether private or public, governmental or NGO is evaluated with regards to the following context: appropriateness, effectiveness, originality, ease of use, adaptability, sustainability, approach, and inclusiveness. Each characteristic of which is detailed in the article Human Rights Education in the School Systems of Europe, Central Asia, and North America: A Compendium of Good Practice.

African Centre on Democracy and Human Rights Studies

African Commission on Human and Peoples' Rights This commission is in charge of monitoring the protection of humans' rights and ensuring the protection and promotion of these rights. It also is charged with the responsibility of interpreting the African Charter on Human and Peoples' Rights. This commission is limited to the continent of Africa and the countries within it.

Amnesty International One of the largest human rights organizations, Amnesty International includes 2.2 million members from over 150 countries. The organization concerns research as well as action in order to prevent and end human rights abuses. They are also focused on seeking justice for the violations which have already been committed.

Art and Resistance Through Education (ARTE) engages young people to amplify their voices and organize for human rights change through the visual arts.

The Asian Human Rights Commission The goals of the AHRC are "to protect and promote human rights by monitoring, investigation, and advocating and taking solidarity actions". This commission is limited to the continent of Asia and the countries within it.

The Australian Council for Human Rights Education (formerly National Committee on Human Rights Education) was established in 1999 actively pursue human rights education in Australia in response to the UN Decade on Human Rights Education. ACHRE is registered in Victoria under the Associations Incorporations Act 1981 and Dr Sev Ozdowski is its current President. The key achievements of the committee include establishment of State and Territory networks to promote nationwide the goals and program of activities of the Citizen for Humanity project; provision of online human rights educational materials for primary and secondary schools community organizations as well as for government representatives and officials; establishment in 1983 of Centre for human rights education at Curtin University and in 2007 of the National Centre for Human Rights Education at RMIT University in Melbourne; organization of in international human rights education initiatives such as conferences, for example International Conferences on Human Rights Education - see:, and provision of HR training.

The Chapel Hill and Carrboro Human Rights Center The Human Rights Center (HRC) in Carrboro is home to advocacy and service organizations, run as a 501(c)3 non-profit organization by UNC professor Judith Blau and by volunteers, many through the University as well. Many volunteers come through the Social and Economic Justice SOCI 273 APPLES course, and they mainly focus on immigrant rights.

The Children's Defense Fund attempts to create policies and programs to ensure equality to all children. They work towards decreasing the child poverty rate as well as protecting children from abuse and neglect. The members of the CDF act as advocates for children to help ensure they are treated equally and have the right to care and education in the future.

Coalition For Human Rights Education (COHRE) The Coalition For Human Rights Education formed as a result of experiences of human rights abuse. It is operating in Uganda based in Wakiso District. The organisation will have links through the country and wants to expand knowledge about human rights throughout the country. COHRE works with government bodies, private organisations, schools, minority groups and women and children in communities through training in order to bring about learning the basic human Rights. It provides training to the rural communities and organised groups which equips an individual to better living concerning human rights in areas like health, protection, love, and hope.

Commissioner for Human Rights, Council of Europe The commission is an independent institution which promotes awareness of human rights in the forty-seven Council of Europe Member States. Since it has such a broad area of concern its purpose is more to encourage reform and it takes "wider initiates on the basis of reliable information regarding human rights violations" rather than acting on individual complaints.

EIP Slovenia – School for Peace This Slovenian organization practices My Rights: Children’s Rights Education Project for children in elementary and middle schools. The organization promotes this project with the intent to endorse principles of the "UN Convention on the Rights of the Child". They produce materials which allow for comprehensive learning methods in order to train their teachers and pass information to their students. To encourage teachers to participate, each month of the academic calendar focuses on one children’s right and corresponding activities and materials are used as guidelines.

Equitas- International Centre for Human Rights Education (Centre international d’education aux droits humains) Canada has instituted this non-formal program in which primary school aged children are introduced to human rights education through after school programs and summer camps known as Play it Fair! Its purpose is to educate the public on how important human rights are by starting the education at such a young age. It is "intended to raise human rights awareness in children and educate them against discriminatory attitudes and behaviours, thus equipping them with skills to confront them".

European Union Ombudsman This organization exists to investigate grievances about the maladministration that occurs within the institutions and bodies of the European Union.

Facing History and Ourselves This US developed online module organization aims to provide information investigating "how societies attempt to rebuild, repair, and bring a sense of justice and security to their citizenry in the aftermath of conflict and genocide". As the topics about which this particular organization are concerned with are more mature and sensitive than others, this program is designed for students in middle, high school, and at the university level. The module has specifically designed its program based on four case studies: Germany, Rwanda, Northern Ireland, and South Africa. This resource has proven helpful in order to study how individuals, organizations, and governments have fostered "stability, security, reconciliation, coexistence and/or justice", all of which are explained in further detail on the organization’s website, www.facinghistory.org.

History Teachers Association of Macedonia The most upper level of secondary educated Macedonian students are given the option of participating in a human rights based lecture called Retelling of History. This class is one in which they study from a different textbook than traditional history classes specifically focusing on the history of the country’s transitional period from 1990 to 2000. The alternative textbook not only focuses on the political and military aspects of history, as most do, but also includes social and cultural topics and themes of the historical time period. The course focuses on four main topics throughout the year including interethnic relationships, the new political scene, the transition itself, and how everyday life has been altered.

Human Rights Action Center This nonprofit organization is based in Washington, DC and headed by human rights activist Jack Healy. This center is supportive of other growing organizations across the world. Their focus is on the issues documented in the Universal Declaration of Human Rights.

United Nations Human Rights Council This council includes forty-seven states and is charged with the responsibility of promoting and protecting human rights on the international level. The council has a specific Advisory committee which assesses each situation as well as an outlined Complaint Procedure which must be followed in order for an individual or organization to bring a violation to the attention of the council.

Human Rights Watch Functioning as another global organization, the Human Rights Watch protects human rights by investigating claims, holding abusers accountable of their actions, and monitoring and challenging governments to make sure that they are using their power to end abusive practices efficiently and to the fullest.

Istituto Comprensivo "Socrate" This Italian-based organization takes part in the practice they have named Preserving Human Rights: A Year-Long human Rights Education Course. This education course is a two semester class available to students ages 11 to 18. The class aims to familiarize students with the framework of human rights and educate them in regards to more contemporary issues. By educating the students with regards to these matters it is intended by the organization that they will then be able to take the knowledge they have gained and be able to develop a platform to initiate action and raise awareness of the issue at hand.

'John Humphrey Centre for Peace and Human Rights The John Humphrey Centre exists to promote the principles of the Universal Declaration of Peace and Human Rights through human rights education and learning. The organization develops curriculum, conducts training, works with children and youth, and fosters public discourse on matters of human rights.

National Association for the Advancement of Color People (NAACP) "The mission of the NAACP is to ensure the political, educational, social, and economic quality of rights of all persons and to eliminate racial hatred and racial discrimination”.

Inter-African Committee on Traditional Practices Affecting the Health of Women and Children

Namibian Legal Assistance Centre

People in Need People in Need developed a project called One World in Schools: Human Rights Documentary Films in which they provide teachers with films, over 260 of which are available, and other multimedia tools to assist in their education of human rights around the world. The purpose of the videos is to teach the students, specifically primary and secondary school aged students in the Czech Republic, the values of tolerance and respect by way of audio-visual stimulation.

Office of Democratic Institutions and Human Rights of the Organization for Security and Co-Operation in Europe (OSCE) The OSCE comprises fifty-six states from participating countries in Europe, Central Asia, and North America. The main focuses of the OSCE include the freedom of movement and religion. They specifically monitor torture prevention and human trafficking.

Office of the United Nations High Commissioner for Human Rights Unlike many other organizations this office is not limited to a specific geographic area, but instead works to protection all human rights for all peoples. This organization also states within its mission statement it aims to "help empower people to realize their rights" versus many organizations which state that they wish to promote knowledge etc.

Office of the United Nations High Commissioner for Refugees This organization has a specific target audience of refugees which it hopes to protect from violations of their rights. They aim to ensure that any person can seek a safe refuge in some place while remaining to have the option to return home, integrate at a new locale or resettle in a third location.

The Simon Wiesenthal Center is a human rights organization which focuses on the international Jewish community. The Center addresses anti-Semitism including the hate and terrorism associated with it. By teaming up with Israel and cooperating closely with the Jewish religious community, the Center defends the safety of Jews worldwide and serves to educate others about Jewish history including but limited to the Holocaust.

Tostan Tostan is an international non-profit organization headquartered in Dakar, Senegal, operating in six countries across West Africa. Tostan's mission is to empower African communities to bring about sustainable development and positive social transformation based on respect for human rights. At the core of Tostan’s work is its 30-month Community Empowerment Program (CEP), which provides participatory human rights education in local languages to adults and adolescents who have not attended formal schools, primarily in remote regions.

United Nations Education, Scientific and Cultural Organization(UNESCO) "UNESCO’s goal is to build peace in the minds of men". The organization hopes to act as a catalyst for "regional, national, and international action in human rights".

US State Department Bureau of Democracy, Human Rights and Labor Confined to the United States, the Department strives to take action against abuse of human rights. Although they are not particularly involved with the investigations, they are the enforcers and have partnered with many other organizations committed to protecting human rights.

Human rights education at schools

Several schools offer human rights education as part of their curriculum, for example linked subjects like History, Politics and Citizenship, but there are also specialised courses, such as Human Rights offered as part of the International Baccalaureate Diploma programme for high school students.

IB Human Rights is an academic subject containing units on:

  • The theory of human rights
  • The practise of human rights
  • Contemporary human rights issues

In order to pass the course students are required to study for two years, take a final examination and produce a coursework.

As part of their diploma programme, students may also choose to write their Extended Essay on Human Rights. This is a 4000 word research paper focusing on human rights.

The IB Human Rights course was originally authored by Joni Mäkivirta, the developer of Cognitive Emotional Pedagogy. Part of the 2002 version of the IB Human Rights syllabus is at the Global Human Rights Education (HREA) website. Only part of the syllabus is available at the HREA website for copyright reasons.

The complete IB Human Rights syllabus that contains more details, including the assessment criteria, as well as the guide for the Human Rights Extended Essay can be acquired from the International Baccalaureate Organisation.

Some cities in the world have adopted a municipal law to stimulate successfully the HRE in the public schools, as the example of the Municipal Plan of HRE of the city of São Paulo (Decreto Nº 57.503, DE 6 DE Dezembro de 2016), in Brazil.

Human rights education uses in the 21st century

  • As a strategy for development (Clarence Dias)
  • As empowerment (Garth Meintjes)
  • As a way of change for women’s rights (Dorota Gierycz)
  • As a legal prospective and for law enforcement (Edy Kaufman)

Human rights education models

1. Values and awareness The Values and Awareness Model focuses on transmitting "basic knowledge of human rights issues and to foster its integration into public values" based on its philosophical-historical approach. This model is what people commonly think of when human rights are concerned with the target audience being the general public with topics including global human rights and more cultural based matters.

2. Accountability The Accountability Model is associated with the legal and political approach to human rights in which the learners which the model targets are already involved via professional roles. The model is incorporated by means of training and networking, covering topics such as court cases, codes of ethics, and how to deal with the media.

3. Transformational This model of education focuses on the psychological and sociological aspects of human rights. The topics towards which this model is effective are those including vulnerable populations and people with personal experiences effected by the topic, such as women and minorities. The model aims to empower the individual, such as those victims of abuse and trauma. The model is geared towards recognizing the abuse of human rights but is also committed to preventing these abuses.

4. Munir’s socioecoethical model of human rights education is an integrative approach to the applicability of HRE for teachers, educators and learners. It applies to formal, informal and non-formal educational settings in developed, developing and third world countries. This model emerged by applying grounded theory from learners and practitioners’ viewpoints, gathered from across 39 developing Asian countries. It is the result of 10 years of author’s local human rights practices, documentation and observation of HR practices across a range of teaching and learning settings particularly in the developing and the third world countries. Existing human rights education models proposed by Tibbitts (2017) is instrumental to promote human rights education across the developed countries. In Dr. Munir’s viewpoint, human right education practices should be categorized into formal, informal and non-formal education. Informal education is the source of learning human rights for children and female belonging to the marginalized communities, who do not have access to formal or non-formal education, whereas formal and non-formal education is the medium of learning human rights for everyone who have access to education informal educational settings . HRE is of utmost importance for all of them. Unless we accommodate HRE into informal education settings, parallel with formal and non-formal education, it is likely that these young minds will get inclined towards violence and radicalization. In the view of Sadruddin (2020), HRE is situated in context, thus requires educators to look at the sensitivities and sociocultural and political contexts of the under-developed and developing nations. According to Sadruddin (2020), human rights education should begin with assessing the sociocultural context and political will. What are the ideological practices of a particular country? Is there any social acceptance towards all HR values? Which HR values are sensitive to discuss? What are the cultural intakes on HR values? According to Sadruddin, the ideological clashes between conservatives and the liberal thoughts have always drawn line between acceptable and non-acceptable HR norms. Further, the educational constraints imposed by the fundamentalists in many parts of the world have perhaps discouraged policymakers from disseminating HR values. In addition, many developing and third world states strong oppose western human rights laws and values and consider it as a political weapon to harm the cultural value system. Therefore it is pertinent to highlight the sociocultural context, the acceptable values and the values that are in clash. The next stage is understanding and assessing the dynamism of ecological environment, i.e., convergence and divergence of human rights. It assesses the risks and opportunities of HRE at multiple levels, i.e., individual’s wellbeing, community and at policy making level. The third stage is ethrical stage. Moral reasoning and ethical ownership is at its disposition. Forth stage is assessing general knowledge and attitude towards HR. As an alternate, ethnography may work. After passing the initial phases, decisions about HRE content should be made. According to Sadruddin, human rights educators often extract/adapt the best practices/models of human rights curricula and course work from other countries, despite knowing that it is not reflective to the need of that particular country and could not sustain for long. They sometimes set lofty goals and create the momentum within bureaucracy and not actually reorganizing the issues in context. The foremost important thing is to add local content knowledge on HRE and filter the global HR knowledge that best fits the sociocultural context of that particular country. Adaption may work but all the resources should be socio-culturally fit. It should begin with local and shift towards the global. Next, self-empowerment skills such as critical thinking, rational based decision making, situation analysis, social and voluntary skills, digital literacy, peace building, negotiation, etc. Next comes values, that should be negotiated with the cultural context. Finally, teaching HRE alone does not ensure that there will be peace and unity in the world. The actual litmus test occurs in the society through the reflection of attitudes and action in a sustainable way that is often ignored.

Criticism

Sudbury model of democratic education schools maintain that values, human rights included, must be learned through experience as Aristotle said: "For the things we have to learn before we can do them, we learn by doing them." They adduce that for this purpose schools must encourage ethical behavior and personal responsibility. In order to achieve these goals schools must respect human rights in school by allowing students the three great freedoms—freedom of choice, freedom of action and freedom to bear the results of action—that constitute personal responsibility.

See also

Mandatory Palestine

From Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Mandatory_Palestine   Palestine 1920–...