Ecological Human Rights and Environmental Ethics Education in Elementary School

A challenge to the validity of the Hunting Act 2004 in human rights and EC law was recently rejected by the Court of Appeal on the ground that the Act's ethical purpose required judicial deference to the legislature. We argue that the variety of ethical perspectives engaged by the blanket ban on hunting and the traditions of liberalism demand that the courts ensure that Parliament has properly taken into account all competing perspectives. Although the proportionality principle is crucial in this regard, its application in both human rights and EC contexts gives rise to significant uncertainties and difficulties.

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The Application of Case Teaching Method in Environmental Ethics Teaching

Advances in Higher Education ◽

10.18686/ahe.v3i4.1572 ◽

2019 ◽

Vol 3 (4) ◽

pp. 129

Author(s):

Yanyan Dang

Keyword(s):

Environmental Ethics ◽

Ethics Education ◽

Teaching Method ◽

Case Analysis ◽

Teaching Activities ◽

Case Summary ◽

Ethics Teaching ◽

Teaching Cases ◽

Basic Characteristics

<p>Environmental ethics education has the dual role of guiding practice and imparting theoretical knowledge and can fully embody the basic characteristics of ecological teaching in teaching activities. Based on the practice orientation of environmental ethics education, this paper focuses on the discussion of teaching cases in environmental ethics teaching. Case analysis, discussion and case summary evaluation are expected to improve the teaching effect. </p>

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Experiential education against environmental denial in environmental ethics education: a case study

Journal of Education Culture and Society ◽

10.15503/jecs20141.99.109 ◽

2020 ◽

Vol 5 (1) ◽

pp. 99-109

Author(s):

Tomaž Grušovnik ◽

Ana Arzenšek

Keyword(s):

Environmental Education ◽

Identity Formation ◽

Experiential Education ◽

Environmental Ethics ◽

Ethics Education ◽

Natural World ◽

University Level ◽

The University ◽

Positive Results

Recent research shows that ‘environmental denial’ (the denial of anthropogenic impact on the natural world) plays an important role in environmental education. The difficulty in changing our detrimental habits stems from the fact that identities in our societies are bound up with consumerist practices. Because we cannot simply give up practices that shape our identity, environmental education has to fi nd ways of substituting unhealthy habits with environmentally acceptable ones. One method of achieving this is through experiential education based on experiences with the natural world and their importance for identity formation. The paper presents a case study involving experiential education in environmental ethics, implemented at the university level. Findings show that the implementation of experiential education technique (fi eld trip) yielded positive results in connection with students’ overcoming of environmental denial and consequential change of their environmental outlook.

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Redefining risk: Human rights and elementary school factors predicting post-secondary access

Education Policy Analysis Archives ◽

10.14507/epaa.28.4200 ◽

2020 ◽

Vol 28 ◽

pp. 21

Author(s):

Robert S. Brown ◽

Kelly Gallagher-Mackay ◽

Gillian Parekh

Keyword(s):

Human Rights ◽

Elementary School ◽

Postsecondary Education ◽

Parental Education ◽

Organizational Factors ◽

School Factors ◽

Data Set ◽

Post Secondary ◽

New Findings ◽

Preschool Readiness

While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The majority of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are more predictive of students’ acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education. These structural ‘risks’ are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination.

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One Health: How Interdependence Enriches Veterinary Ethics Education

Animals ◽

10.3390/ani10010013 ◽

2019 ◽

Vol 10 (1) ◽

pp. 13

Author(s):

Joachim Nieuwland ◽

Franck L. B. Meijboom

Keyword(s):

Global Health ◽

Environmental Ethics ◽

One Health ◽

Ethics Education ◽

Veterinary Ethics ◽

Contemplative Pedagogy ◽

Health Justice ◽

Global Health Justice

What does One Health imply for veterinary ethics education? In order to answer this question, we will first have to establish what One Health itself involves. The meaning and scope of One Health, however, cannot be established without reference to its values—whose health matters? Veterinary ethics education is well equipped to facilitate such an open-ended inquiry into multispecies health. One Health also widens the scope of veterinary ethics by making salient, among other fields, environmental ethics, global health justice, and non-Western approaches to ethics. Finally, One Health requires students to engage with interdependence. Discussing three levels of interdependence, we argue that veterinary ethics stands to benefit from a more contemplative pedagogy.

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PENGENALAN HAK ASASI MANUSIA BAGI SISWA DI PERBATASAN : PENGABDIAN MASYARAKAT DI PULAU SEBATIK

Empowerment Jurnal Pengabdian Masyarakat ◽

10.25134/empowerment.v3i01.2876 ◽

2020 ◽

Vol 3 (01) ◽

Author(s):

Faiq Tobroni

Keyword(s):

Human Rights ◽

Elementary School ◽

Elementary School Students ◽

School Age ◽

School Students ◽

Role Of The State ◽

Simple Language ◽

Border Areas ◽

Primary School Age

Human Rights Study does not only serve to introduce the freedom that everyone has. This study is also appropriate to be used as a media to strengthen nationalism. The purpose of service is to provide an understanding of the important role of the state in respecting, protecting and fulfilling human rights, this understanding will strengthen the spirit of love of every citizen of his country (nationalism). Utilizing this relationship, the author innovates service through the introduction of human rights to students in border areas to strengthen their nationalism. This service method is carried out with several activities, namely telling stories, singing and playing guesses related to the theme of human rights. The choice of some of these activities is intended to adjust the service goals, namely elementary school students. Paying attention to the psychology of their age, the introduction of human rights is done in such a way that is in a language that is easily understood by children of primary school age. The result of dedication is that even with simple language and fun techniques, this service has succeeded in introducing human rights to elementary school students while at the same time strengthening their nationalism by connecting the concept of the struggle for human rights with the struggle for Indonesian independence.Keywords: Human Rights, Independence, Nationalism and Students. AbstrakKajian Hak Asasi Manusia (HAM) tidak hanya berfungsi mengenalkan kebebasan yang dimiliki setiap orang. Kajian ini juga layak digunakan sebagai media penguatan nasionalisme. Tujuan pengabdian adalah memberikan pemahaman pentingnya peran negara dalam penghormatan, perlindungan dan pemenuhan HAM, pemahaman ini akan memperkuat semangat kecintaan setiap warga negara kepada negaranya (nasionalisme). Memanfaatkan hubungan tersebut, penulis menginovasi pengabdian melalui pengenalan HAM kepada siswa di wilayah perbatasan untuk memperkuat nasionalisme mereka. Metode pengabdian ini dilaksanakan dengan beberapa kegiatan, yakni bercerita, bernyanyi dan bermain tebak-tebakan berkaitan dengan tema HAM. Pilihan beberapa kegiatan tersebut dimaksudkan untuk menyesuaikan sasaran pengabdian, yakni siswa sekolah dasar. Memperhatikan psikologi usia mereka, pengenalan HAM dilakukan sedemikian rupa sesuai dengan bahasa yang mudah dipahami oleh anak-anak usia sekolah dasar. Hasil pengabdian yaitu walaupun dngan bahasa yang sederhana dan teknik yang menyenangkan, pegabdian ini berhasil memperkenalkan HAM kepada siswa sekolah dasar sekaligus memmperkuat nasionalisme mereka dengan cara menghubungkan konsep perjuangan HAM dengan perjuangan kemerdekaan Indonesia.Kata Kunci: Hak Asasi Manusia, Kemerdekaan, Nasionalisme dan Siswa.

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