Fortifying the future of human rights with human rights education

Cargas, Sarita

doi:10.1080/14754835.2019.1617117

Cited by 8 publications

(6 citation statements)

References 20 publications

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“…Contemporary philosophical theories concerning the understanding the future (transhumanism, posthumanism) define the important role of knowledge in the context of modern globalisation and technological progress. The influence of posthumanist ideas on the transformation of modern higher education is highlighted in the works of Gourlay (2020) ;Cargas, (2019). Modern posthumanist concepts of knowledge are aimed at the "internal expansion" of Anthropos (in the traditional explanation -man) (Llamas Covarrubias, 2020).…”

Section: Globalisation Science Knowledge: An Overview Of Contemporary...mentioning

confidence: 99%

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The Value of Knowledge in the Age of Globalization Challenges: Philosophical and Intellectual Context

2022

Futurity Philosophy

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Modern globalization processes are changing the perception and definition paradigm of the role of acquired knowledge in society. Based on new challenges, new ideas about this category are being formed. The purpose of the article is to determine the philosophical and intellectual contexts of the knowledge value in the context of modern globalization challenges based on a study of scientific literature. The object of the study is the knowledge phenomenon in philosophical, intellectual and educational discourses. The work is based on the use of theoretical research methods: analysis, synthesis, abstraction, comparativism. The methodology is also based on the principles of objectivity, criticality, and tolerance. Particularly, in order to broadly cover theoretical ideas about the essence of knowledge in the modern era, 50 positions of scientific literature, works of modern intellectuals and philosophers were analysed. The results consider globalization challenges to the modern system of knowledge acquisition and its value, trace the possibilities of using artificial intelligence for study and research, and explore the use of digital tools in order to improve the perception of information and knowledge. Particular attention is paid to the impact of globalisation on the modern knowledge system. Namely, it is determined that current changes in the labour market dictate new requirements for the knowledge formation. Traditional forms of education are being replaced by independent and non-formal learning, which are supported by self-motivation and the need to meet the expectations of employers. The author emphasises the relevance and further evolution of lifelong learning, the use and deepening of the integration of knowledge acquisition and digital information technologies. It is proposed that these vectors are adequate responses to globalisation challenges. The theoretical significance of the study lies in the attempts to predict the main vectors of knowledge development and systems of its acquisition in the future through the prism of philosophical and intellectual discourses. The practical significance of the work is to substantiate the effectiveness of non-degree education as a methodology for acquiring knowledge in the future. The conclusions note that the phenomenon of knowledge in the modern paradigm of globalisation processes is gaining new meaning and content, emphasising the role of knowledge in the system of uncontested educational trends. At the same time, in addition to summarising the main results, the conclusions also draw attention to the fact that the problematic point in determining the role of knowledge is the creation of artificial barriers to its dissemination.

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Section: Globalisation Science Knowledge: An Overview Of Contemporary...mentioning

confidence: 99%

“…The role of Artificial Intelligence (AI) in the acquisition of knowledge of the future may significantly increase (Cargas, 2019;Feldstein, 2021). One of the main advantages of AI is its ability to process and analyse large amounts of data quickly and efficiently.…”

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confidence: 99%

The Value of Knowledge in the Age of Globalization Challenges: Philosophical and Intellectual Context

2022

Futurity Philosophy

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“…The third element is concerned with developing capacity to defend and promote human rights. Cargas (2019) states that human rights education plays an important role in maximising and making significance the efforts to mainstream human rights in the world, something that even important human rights activists can underestimate. The world is increasingly shifting to a more diverse habitat with numerous kinds of differences to be dealt with.…”

Section: Introductionmentioning

confidence: 99%

“…It is known that human rights education is an important factor in the observance of human rights, although the specific contribution of such influence in well-known scientific research has not yet been systematically presented (Cargas, 2019). At the same time, it is those who study today who will have to support the system of human rights realization in the near future, both in their States and in the world as a whole (Gaudelli, 2016).…”

Section: Introductionmentioning

confidence: 99%

Human rights education in indonesian higher education institutions: opinions of students and teachers

Herawati

Ermakov²

2022

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As problems of intolerance and disrespect of human rights escalate in this modern world, raising public awareness on human rights is considered an inevitable task for all. Intervention of promoting human rights in education field is believed to be playing an important role to address the problems. This study wants to collect information from its research subjects on the extent to which topics of human rights are being learned and taught in higher education institutions, and on the degree of effectiveness of different methods used to learn and teach human rights in higher education institutions, as to develop human rights knowledge and understanding of students. This study uses the technique of homogenous purposive sampling to determine the research subject. The research subjects are (1) students who take the course subject of Human Rights or Citizenship and (2) lecturers who teach either the course subject of Human Rights or Citizenship, in any higher education institutions in Indonesia. The questionnaire is developed using Google Form, and is distributed online. As the result of the survey for 445 students and 72 teachers of Indonesian higher educational institutions, most of them are familiar with the concept of human rights. The most significant sources of information on human rights are university lecturers, mass media, official documents, and publications. The most important level of education to receive knowledge and build understanding on human rights are secondary education, higher education, elementary education, and vocational education. General human rights, right to freedom of religion and belief, and right to education are fully developed. More of other rights, such as rights of lesbian, gay, bisexual, transgender, and queer (LGBTQ), rights of migrants, rights of internally displaced persons, and rights of the poor, are expected to be more developed than they are now. The most effective methods are field visit/excursions, watching films, problem solving, and case studies. The least effective methods are arts (drawing and singing), writing essays and stories, and games.

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“…Bajaj,(2018),Cargas, 2019),Cargas & Mitoma, (2019,Becker, Wet, & Vollenhoven, (2015), Ty, (2011), and Wondimu, (2017) expressed their agreement on the crucial contribution of HRE to the realization of human right as well as to the long term avoidance of human right abuse and violent conflict and for fostering a culture of peace in order to enable individuals to live peacefully together.…”

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confidence: 99%

Appraisal on the Institutionalization of Human Right Education at Post Primary School Level, Hossaena, Ethiopia

Ahadu

Abebe

2019

IJMMU

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This research on the institutionalization of human right education at post primary school level was carried out in Hossana town of 4 primary school (2 from private and 2 from public school) namely Alemu W/Hanna public school, Hassana Vision academy private primary School, Wachemo public school and FA private school, Ethiopia. The study sample comprised 345 out of the total 2,500 population using Yeman (1967:886) formula. Two types of research questions and one hypothesis were evolved to guide the study. A 10-item questionnaire titled "Human Right Education Questionnaire” was applied for data gathering. The reliability coefficient of the tool using Cronbach Alpha stretched from 0.86 - 0.96. Data gathered were examined by means of mean and independent t-test statistical instruments. To remove partiality the data were scrutinized, cross checked and triangulated using different mechanisms. The outcomes of the study exhibited that Human right education has not been institutionalized into the school curriculum, even though human right protection activities and lessons are vital part of the school life. The result of the study also discovered that public and private schools do not differ significantly in the institutionalization of human right education at post primary school level. Based on the finding of the study, it was recommended that activities to enhance human right education should be given due emphasis and encouraged in the school system.

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Fortifying the future of human rights with human rights education

Cited by 8 publications

References 20 publications

The Value of Knowledge in the Age of Globalization Challenges: Philosophical and Intellectual Context

The Value of Knowledge in the Age of Globalization Challenges: Philosophical and Intellectual Context

Human rights education in indonesian higher education institutions: opinions of students and teachers

Appraisal on the Institutionalization of Human Right Education at Post Primary School Level, Hossaena, Ethiopia

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