ROGELIO MEDINA RUBIO
Presentación.
FEDERICO MAYOR ZARAGOZA
Mensaje del Director General de la UNESCO para la revista española
de pedagogía.
JOSÉ MANUEL TOURIÑÁN LÓPEZ
Derechos humanos y educación para el desarrollo.
JUAN ESCÁMEZ SÁNCHEZ
Valores emergentes y los derechos humanos de la tercera generación.
PEDRO ORTEGA RUIZ y RAMON MÍNGUEZ VALLEJOS
Educación, cooperación y desarrollo.
MIQUEL MARTÍNEZ I MARTÍN y ELENA NOGUERA I PIGEM
La Declaración Universal de los Derechos Humanos: compromisos
y deberes.
FRANCISCO ALTAREJOS y CONCEPCIÓN NAVAL DURÁN
Virtualidad formativa de los derechos humanos: la educación
cívica.
ROGELIO MEDINA RUBIO
Los derechos humanos y la educación en los valores de una ciudadanía
universal
FERNANDO GIL CANTERO y GONZALO JOVER OLMEDA
La experiencia de los derechos en contextos de aprendizaje escolar:
una investigación a través de las nuevas tecnologías.
DAVID REYERO GARCÍA
El derecho positivo de la educación en el ámbito de los
Derechos Humanos.
JOSÉ MANUEL TOURIÑÁN
LÓPEZ
HUMAN RIGHTS AND EDUCATION FOR DEVELOPMENT
In the developed countries it has been established a clear distinction
between rights and liberties. In the welfare state there is a permanent
focus to human rights. Thinking things over the human rights head the social
dimension of the human being.
Fifty years after the Universal Declaration of Human Rights we are
ready to ask for a new discipline in education such as "Education for development".
This proposal could be studied in two different and complementary ways:
a) The relationship between the right to education and information
society.
b) The need of "education for development" as a social right in the
general process of social democratization and administrative decentralization
in modern society.
Key words: Decentralization, Globalization, Human
rights, Education for development, Information society,
Democratization.
JUAN ESCÁMEZ SÁNCHEZ
EMERGENT VALUES AND HUMAN RIGHTS OF THE THIRD GENERATION
The human rights of the third generation affirms the claim on the heritage
of all to whom its denial precludes the practicability of purpose. People
in the industrialized countries rightly, of course, deplore any insensitivity
to the rights they have come to cherish.
Ecological damage emerges from a lack of solidarity. The activities
of solidarity are going to be essential in the ever-changing and uncertain
society of the future.
Key words: Human rights, Values, Solidarity, Environmental ethical,
Peace, Development of the nations.
PEDRO ORTEGA RUIZ y RAMÓN MÍNGUEZ
VALLEJOS
EDUCATION, COOPERATION AND DEVELOPMENT
The present paper criticizes the current conditions imposed on poorer
countries in their path to economic development, describes a number of
cooperation models and presents a new conception of human development.
It focuses on education for cooperative development. People's growth and
development requires the preparation and training of those involved in
the task. The education for cooperative development is approached from
a moral perspective and, more specifically, from the perspective of education
for compassion. Finally, a number of strategies geared toward this type
of education are presented: communication, self-control, and moral discussion
strategies that make those in charge of cooperation aware of other people's
living conditions.
Key words: Cooperation, Human development, Compassion, Education
for compassion.
MIQUEL MARTÍNEZ I MARTÍN y ELENA
NOGUERA I PIGEM
UNIVERSAL DECLARATION OF HUMAN RIGHTS: COMMITMENTS AND DUTIES
To have democratic and pluralistic societies we need some values, rights
and attitudes to improve our living together. We assume the dignity
of every one as human being and so that we relate our text to the Universal
Declaration of Human Rights. But those are not enough. We need to be involved,
to participate and have duties and responsibilities in our society. In
this context, the school system has to take into account all these considerations
to have citizens where their rights are respected and are able to have
responsibilities and trained to assume those duties.
Key words: Human Rights, Moral education, Education in values,
Tolerance, Dignity, Duties.
FRANCISCO ALTAREJOS y CONCEPCIÓN NAVAL
DURÁN
THE FORMATIVE POWER OF HUMAN RIGHTS: CIVIC EDUCATION
If we try to discover the educational power of Human Rights, attention
should be paid to the value and meaning of Human Rights, to the reasons
for and against them, to the possibility of their being enacted, and to
their foundations.
This discussion is the best way to build a plural civic education,
viewed as moral education. This latter must necessarily be carried out
relaying on social action in addition to school education.
It is not the case of merely introducing some new specifics themes
of the education for citizenship; it implies a new way of educating.
Key words: Human Rights, Moral Education, Education for Citizenship,
Civic Education
ROGELIO MEDINA RUBIO
HUMAN RIGHTS AND EDUCATION FOR VALUING AN UNIVERSAL CITIZENSHIP
This study has been undertaken within the context of education for
human rights, in order to identify, collect and analyse the values of a
multicultural and cosmopolitan education.
It is expected that this study will contribute to the renewal of teaching
methods which need constant up-dating in keeping with the demand for new
knowledge with the necessary change in behaviour patterns and attitudes
of pupils for a new society to which they will belong.
Key words: Human rights, Peace education, Moral values, International
understanding, Multicultural education, International education, Intercultural
programmes.
FERNANDO GIL CANTERO y GONZALO JOVER OLMEDA
THE EXPERIENCE OF RIGHTS IN CONTEXTS OF SCHOOL LEARNING: A RESEARCH
THROUGH NEW INFORMATION TECHNOLOGIES.
As a consequence of some previous theoretical work, this paper analyses
children's experience of rights. The project "Growing with Rights",
was carried out via Internet in sixteen Spanish primary schools.
More than seven hundred pupils (10 to 12 years old) and thirty teachers
took part in it. The project was grounded on the idea that children's rights
aim to promote the image of boys and girls as active agents. So, when teaching
rights we must depart from an open dialogue on the personal experience
they have about their own rights. In the paper, we first consider the theoretical
basis of the project, concerning both the pedagogic possibilities of the
new achievements in information technology, and the evolution and meaning
of the rights of the child. Then, we expose some methodological aspects
and discuss the main results arising from the research.
Key words: Human rights teaching, Children's rights, Children's
voice, Information Technology.
