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Osler and Starkey (2010) Human rights, justice and peace

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Osler and Starkey (2010) Human rights, justice and peace

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Everyday school life can be sense as a reflection of human society where a struggle by humanity leads to the implementation of justice, a set of shared principles for living together and an agenda for action

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Osler and Starkey (2010) Human rights, justice and peace

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Osler and Starkey (2010) Human rights, justice and peace

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The concept of idealised family implies a feeling of beloging and pride in being part of the human community

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Living Democracy - Exercise 1.2 - Right, responsabilities and rules in the classroom  

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Living Democracy - Exercise 1.2 - Right, responsabilities and rules in the classroom  

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Primary school and secondary school are essential public places where pupils spend most of their time and their mind get shaped and experience how their own contribution matters and shape their class community setting as a micro-society

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Conditions for Education and Learning Paper

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Conditions for Education and Learning Paper

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What the teacher should implement in the classroom?

1. Create a safe and inclusive learning environment and build positive relationships with pupils

2. Respectful tone and body language

3. Managing the class democratically and create a community

4. Ensure physical safety

5. Use teaching methods and different materials

6. Peer learning

7. Conflict management

8. Contexualize lessons around democratic values

9. Respectful disagreement and debate

10. Provide constructive feedback

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Conditions of teaching and learning:

Empathy, devotion (responsiveness to feelings, thoughts, views and needs), benevolent accept-ance (personal esteem does not depend on any conditions), sincerity, stability, reliability

Leadership in a spirit of esteem and respect (emotional devotion, inductive reasoning, authorita-tive control, support of social integration and democracy)

Relationships and communication in the class:

Mutual understanding

Symmetric relationships

Sexually non-discriminating co-education

Meeting other people

Friendship

→ Verbal and non-verbal communication

→ Adopting other perspectives and points of view

→ Self-perception and perception by others

Atmosphere of conflict prevention:

Fair and caring community, community of learners, shared responsibilities (teachers and students - both male and female)

Co-operation, not competition

→ Social learning

→ Rules and conventions

→Meta-communication and meta-interaction

→ Limitation and reinforcement

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the danish school hold holidays in relation to christianity, like ascention day and Chrismas.

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Practical Activities and Methods for Human RightsEducation

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Practical Activities and Methods for Human RightsEducation

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Compass : Manual for Human Rights Education for young people (2023). Practical Activities and Methods for Human RightsEducation

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Considering that the child should be fully prepared to live an individual life in society, and brought up in the spirit of the ideals proclaimed in the Charter of the United Nations, and in particular in the spirit of peace, dignity, tolerance, freedom, equality and solidarity.

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general beliefs to the values in Denmark

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general beliefs to the values in Denmark

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Danish culture not looking positive to show off achievement rather than be humble

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the mentality of love thy neighbor is seen in the danish values with how they in school help eachother with tasks. showing that from a young age they are use to helping eachother out

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1981, Dr. Gary Weaver. Why a Cross-Cultural Childhood matters?

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Article 1: All human beings are born free and equal in dignity and rights

Article 2: Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind

Article 14: Rights and freedoms set out in the Convention should be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status.

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Direct discrimination: intent to treat less favourably a person/group

Structural discrimination: society fuctions and operates in ways and pattern that create obstacles in achieving equal opportunities and real equality

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you are not supposed to feel like you are better and not celebrating it. Its about you have to be humble.

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Create bingo cards with typical stereotypes about gender, race and so on, then the students listen and mark off the boxes when a bias is observed.

Later, analyse found bias and talk about unconscious bias

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Freedom of speech is an essencial values in danish culture it one of the most important. especially in relation to democracy with is a core part of danish society

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Classroom culture: the teacher is a facilitator and an overseer of the Classroom, so the teacher is responsiable of Classroom culture.

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CONCEPT OF INTERSECTIONALITY: signifying the complex, irreducible, varied, and variable effects which ensue when multiple axes of differentiation- economic, political cultural, psychic, subjective and experiential- intersect in historically specific contexts. The concept emphasizes that different dimensions of social life cannot be separated out into discrete and pure strands.

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Foundations of Ethical Education: Human Rights and Democratic Principles

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Foundations of Ethical Education: Human Rights and Democratic Principles

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Ethical education in schools is fundamentally rooted in human rights and democratic values. Schools are not just places for academic learning but also crucial environments for moral development and the cultivation of responsible citizens.

1. Human Rights as an Ethical Framework: The "Compass 2023 - Manual for Human Rights Education for Young People" (Council of Europe) posits that human rights education (HRE) is vital for shaping democratic citizenship. This manual serves as a guide for ethical education, providing frameworks for understanding concepts like equality, dignity, and non-discrimination, which are central to resolving ethical dilemmas. HRE aims to help young people understand "how to access, uphold, defend, and promote human rights" (Council of Europe, Compass 2023), implicitly teaching them an ethical stance towards societal issues.

2. Teacher's Role and Moral Authority: Osler and Starkey (2010) highlight the teacher's vital role in helping students understand human rights. They argue that teachers can "ground their moral authority in international standards and principles," allowing them to "explain their actions independently of their own background or convictions" (Osler & Starkey, 2010, p. 40). This is crucial for ethical education, as it provides an objective framework for discussing moral issues and dilemmas, rather than relying solely on personal biases or specific ideologies.

3. Democratic Dialogue: Hal Koch (2022) emphasizes that the "essence of democracy" is "conversation (dialogue), mutual understanding and respect" (Koch, 2022, p. 27). These principles are directly applicable to ethical education. In schools, fostering a culture of open dialogue and respectful disagreement is essential for addressing ethical dilemmas. Students learn to "shed light on the matter from all angles" and "reach a better and more reasonable understanding" (Koch, 2022, p. 27), which is a core skill in ethical problem-solving.

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Choose a news and analyze it by checking the language that was used, the goal, biased or objective and who did it to work on media bias and critical thinking skills

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"Overcoming Religious Illiteracy: Expanding the

Boundaries of Religious Education" argues for the critical importance of religious literacy. This concept is highly relevant as it underscores that an informed understanding of diverse religious traditions, including Christianity, is essential for comprehending their historical and ongoing influence on societal values. Overcoming "religious illiteracy" enables individuals to engage analytically with how religious traditions impact culture, politics, and ethics, moving beyond simplistic or prejudiced views (Moore, 2014, Abstract, p. 379). For Denmark and Europe, where historical Christian roots are undeniable and contemporary religious diversity is a reality, religious literacy is crucial for citizens to navigate complex value landscapes.

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Diane L. Moore (2014) Overcoming Religious Illiteracy  Expanding the Boundaries of Religious Education 2

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The Council of Europe's work on "intersectionality and multiple discrimination" (https://www.coe.int/en/web/gender-matters/intersectionality-and-multiple-discrimination) is crucial for a teacher's judgment. Teachers must recognize that students' experiences are shaped by multiple intersecting identities, including their cultural and religious backgrounds. Exercising professional judgment means identifying and challenging discrimination or bias based on these identities, fostering an equitable and safe space for all students.

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States parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status

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Teachers' social practice involves building rapport with students, fostering an inclusive classroom culture, and actively contributing to students' socialization for life in society.

For example, cultural sensitivity: not directly about teacher practice, but still, Pollock, Reken, and Pollock (2017) discuss "Third Culture Kids" and their experiences with diverse cultures. Here, a teacher's social practice must acknowledge and sensitively respond to the varied cultural backgrounds of students, ensuring all feel understood and included, even if not explicitly detailed in the provided excerpt.

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Pollock, Reken and Pollock (2017) Third Culture Kids, pp. 53-61 (section about culture)

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Shaping Culture, Community, and Social Change

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Shaping Culture, Community, and Social Change

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Learning and innovation have historically influenced social and cultural change, and education plays an important role in constructing communities, including contemporary nation-states. This historical perspective suggests that schools are not just places of individual learning but also institutions that contribute to the evolution of cultural values and understandings within a society.

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Curtis and Pettigrew (2009) Lessons in culture, community and change - an historical account (from learning in Contemporary Culture

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Promoting Critical and Imaginative Thinking

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Promoting Critical and Imaginative Thinking

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The "If Machine" method suggests that philosophy, and by extension education, should cultivate hypothetical thinking and imaginative thinking as much as logical thinking. This implies a purpose for primary and lower secondary education in developing children's ability to consider hypothetical situations ("if... then...") to explore philosophical or conceptual interests, without necessarily committing to those views. This approach encourages deeper inquiry and a more nuanced understanding of complex issues.

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Peter Worley (2019) The if machine, Bloomsbury, pp. 10-33

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Diane L. Moore (2014) emphasizes the need to "Overcome Religious Illiteracy." In a contemporary European context, this means that schools have a vital role in educating students about religion, rather than in religion (confessional instruction). By expanding the boundaries of religious education, schools can help students understand "how religious traditions and beliefs have shaped and continue to shape history, culture, and public life" (Moore, 2014, Abstract). This is critical for fostering informed citizens who can engage constructively in a religiously pluralistic society.

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Diane L. Moore (2014) Overcoming Religious Illiteracy  Expanding the Boundaries of Religious Education 2

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The Role of Schools (Past & Present). Useful Literature.

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The Role of Schools (Past & Present). Useful Literature.

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• The "Compass 2023 - Manual for Human Rights Education for Young People" (Council of Europe, 2023) discusses the current role of schools in fostering a "culture of universal human rights," which includes navigating diverse belief systems.

• Osler and Starkey (2010) discuss how human rights education provides a framework "independent of ideology and religion" (p. 40), reflecting a shift in the purpose of education in a pluralistic society.

• Diane L. Moore (2014) emphasizes the need to "Overcome Religious Illiteracy," arguing that schools should educate about religion to foster informed citizens.

• "Unit 2. The key to a dynamic concept of citizenship" describes schools as significant agents in the "socialisation process of young people," highlighting their role in shaping values and interactions in a diverse society.

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The Key to a dynamic concept of citizenship (Living Democracy V01_P01_U02)

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Exercising Professional Authority and Judgement

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Exercising Professional Authority and Judgement

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The "Teaching Human Rights - Practical activities for Primary and lower secondary (UN OHCHR).pdf" (2004) manual is highly relevant for understanding how teachers can exercise professional authority and judgment, especially in classrooms with cultural, religious, and value pluralism. This document provides practical approaches grounded in human rights principles, which inherently guide a teacher's conduct and decision-making in diverse settings.

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Teaching Human Rights - Practical activities for Primary and lower secondary (UN OHCHR)

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"UN Convention on the Rights of the Child In Child Friendly Language"

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"UN Convention on the Rights of the Child In Child Friendly Language"

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The entire document serves as an ethical code for the treatment of children. Articles concerning non-discrimination (Article 2), the best interests of the child (Article 3), the right to life (Article 6), protection from violence and abuse (Articles 19, 34, 37) – all of these form the basis for ethical education in schools. When addressing any dilemmas (e.g., bullying, conflicts based on differences), the teacher must be guided by these rights, which constitutes the essence of ethical judgment in everyday school life.

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"UN Convention on the Rights of the Child In Child Friendly Language"

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"UN Convention on the Rights of the Child In Child Friendly Language"

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The Convention on the Rights of the Child directly defines the purpose and obligations of the state and schools concerning children. For instance, Article 29(1) of the Convention (though not in the provided "Child Friendly" file, it's a general principle of the Convention) states that the child's education shall be directed to "the development of the child’s personality, talents and mental and physical abilities to their fullest potential, and the development of respect for human rights and fundamental freedoms." This directly aligns with the purpose of primary and lower secondary school.

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Based on Diane L. Moore’s article “Overcoming Religious Illiteracy” and the cultural studies approach

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Based on Diane L. Moore’s article “Overcoming Religious Illiteracy” and the cultural studies approach

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Religion is no longer a public truth but one of many ways people make meaning. In modern Denmark, schools and society encourage critical thinking, dialogue, and respect for differences in beliefs and cultures.

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The Church of Denmark was deeply embedded in everyday life, and values like obedience, humility, and morality were rooted in Christian teachings.

Now, Denmark is a pluralistic and secular society, though the Church of Denmark still holds formal status. Religion has shifted from a public identity marker to a more private and personal matter.

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The purpose of primary and lower secondary school is to help students become responsible, active, and caring members of society. The UN OHCHR’s human rights activities support this by teaching values like fairness, respect, and cooperation through age-appropriate, practical tasks. These activities promote empathy, critical thinking, and democratic participation—key goals of school education. To be fully effective, they should be integrated into the curriculum, supported by teacher training, and adapted to local contexts.

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‘Everyone has the right to freedom of thought, conscience and religion’. It applies to religious and secular beliefs, including political opinions. It applies to individual beliefs and to those held in common with a religious, philosophical or political community. The right includes freedom to change religion or belief and to practise or manifest these beliefs through teaching, practice, worship and observance’.

Osler and Starkey (2010) Human rights, justive and peace. In Teachers and human rights education, IOE Press, p. 49

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To take part in society confidently and constructively, young people need to develop competences relating to argument. An argument—when done respectfully and thoughtfully—is a core part of how democratic societies make decisions, solve problems, and protect freedom. Democracies depend on citizens who can think critically and evaluate different viewpoints before voting or forming opinions.

According to dictionaries dialogue, discussion and debates can be define as:

Dialogue: a conversation, a discourse. A conversation between two or more people; verbal interchange of thought; discussion. Discussion:examination (of a point) by argument etc; debate; an exchange of views; a conversation.

Debate: contention in an argument, a discussion; esp. a formal discussion of a matter in formal legislature or public assembly. To argue, discuss, esp. formally in a public assembly etc.

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Some strategies to promote dialogue, debate and discussion in their classrooms.

Learning to Disagree. Teachers Guide. pp. 18-21.