Konflikt als Movens – Chancen für Schule, Religion und Demokratie

2019 ◽  
Vol 71 (2) ◽  
pp. 131-141
Author(s):  
Sebastian Engelmann
Keyword(s):  
Human Rights ◽  
Political Theory ◽  
Human Rights Education ◽  
Second Step ◽  
Educational Thought ◽  
Normative Foundation

AbstractIn times of antidemocratic resentment and rising societal diversity, harmony and unity become questionable as the normative foundation for modern approaches to education. This article makes plausible the assertion that educational thought needs to change one of its basic theoretical assump- tions: the overall perception of conflicts. In a first step, the article introduces the concept of the “School Republic”, summarizing the ideas of Hermann Lietz and then its advancements by Minna Specht. In a second step, the article ties this specific pedagogical arrangement to recent political theory and one well-known concept of human rights education. Finally, the article discusses the scope of the approach which is sketched out here and identifies links to recent discussions in democraticcy education.

scholarly journals The Dialogical Turn in Normative Political Theory and the Pedagogy of Human Rights Education

2019 ◽  
Vol 9 (1) ◽  
pp. 52 ◽  
Author(s):  
Dale Snauwaert
Keyword(s):  
Human Rights ◽  
Political Theory ◽  
Necessary Conditions ◽  
Logical Structure ◽  
Human Rights Education ◽  
Moral Justification ◽  
Pedagogical Approach ◽  
Normative Structure ◽  
Basic Premise ◽  
Principles Of Justice

The purpose of this paper is to explore a capacity-building pedagogical approach to human rights education as a complement to the “declarationist” approach. The basic premise of this philosophical paper is the idea of human rights as justified claims and/or demands; as such, ethical and moral justification is presupposed in the very idea of rights itself. It is argued that a dialogical turn in moral and political philosophy, in particular theoretical justifications of principles of justice, such as rights, has taken place. Given that ethical and moral justification is central to the meaning of human rights, the significance of this dialogical turn for the idea of human rights and human rights education is explored from within the idea of the logical structure of disciplines of knowledge, a discipline’s fundamental ideas and forms of thought (methods of inquiry). From within this perspective, it is argued that the dialogical nature of justification central to rights should structure the pedagogy of human rights education. It is suggested that this pedagogy entails three forms of normative dialogue—ethical, moral, and critical—that can form the normative structure of a pedagogy of human rights education. It is concluded that while awareness and respect are necessary conditions to the realization of human rights, the development of the capacity of future citizens to make, to justify, and to critique human rights claims is also necessary for the realization of human rights.

Human Rights Education for Youth With Intellectual Disabilities and Families

2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Human Rights Education

Reading Statelessness

2018 ◽  
Author(s):  
Lyndsey Stonebridge
Keyword(s):  
Human Rights ◽  
Political Theory ◽  
The Novel ◽  
History Of The Novel ◽  
Political Sovereignty ◽  
History Of

Hannah Arendt’s analysis of the failure of human rights to address statelessness is well known. Less commented upon is how important literature was to her thought. This chapter shows how Arendt’s 1940s essays on Kafka connect the history of the novel to shifting definitions of legal and political sovereignty. Arendt reads The Castle as a blueprint for a political theory that is also a theory of fiction: in the novel K, the unwanted stranger, demolishes the fiction of the rights of man, and with it, the fantasy of assimilation. In a parallel move, Kafka also refuses to assimilate his character into the conventions of fiction. Arendt’s reading changes the terms for how we might approach the literature of exile and of human rights.

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