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本稿の目的は，戦後日本における「解放教育」論（同和教育論）者の嚆矢だとされる盛田嘉徳が，いかなる「解放教育」思想を有していたのかを，彼のテクストに即して分析・考察することによって，戦後日本の反差別教育論の原点を確認するとともに，後の反差別教育論との思想的「連続性」を明らかにすることにある。 そこで本稿では，第一点目に，盛田と部落問題・「解放教育」が出会う経緯等と，彼が有していた融和主義への批判意識を見ていくことを通して，彼の思想的前提を探る。また，その前提から生み出された人権・部落問題学習構想を確認する。第二点目に，1949年段階における盛田の「解放教育」論の柱である，抵抗意識の形成，ならびに，「解放教育」の「一般化」に関わる構想を整理する。第三点目に，彼が考えていた，「解放教育」をめぐる外在的・内在的課題を，第四点目に，その課題等から1950年代に導き出された，彼の「解放教育」の「平易化」構想を明らかにする。最後に，1940～50年代における盛田の「解放教育」論と，後の反差別教育論との思想的「連続性」をまとめるとともに，彼の「解放教育」思想の限界を批判的に考察する。, The purpose of this study is to analyze and explore the theories of Yoshinori Morita, who was considered a pioneer of kaihou-kyouiku, or liberation education （Dowa Education）, in post-war Japan, by employing a textual analysis to clarify the conceptions he held regarding liberation education. I aim to confirm the origin of theories of anti-discrimination education in post-war Japan and elucidate the ideological “continuity” to subsequent theories of anti-discrimination education. This paper reveals the following: First, Morita’s ideological presuppositions are clarified through examinations of how he approached buraku （caste） discrimination issues and kaihou-kyouiku （liberation education） as well as his critical views toward Yuwa-shugi, or a conciliatory policy. In addition, his conceptions of education for human rights and buraku problems, which were induced from these presuppositions, are confirmed. Second, Morita’s ideas regarding both the establishment of a sense of resistance and the “generalization” of kaihou-kyouiku, which were the main concepts for Morita’s liberation education theory in 1949, are organized. Third, external and internal tasks regarding “liberation education” are confirmed. Fourth, his conception of the “simplification” of the “liberation education” of the 1950s, as was induced through these tasks and problems, is elucidated. Finally, Morita’s theories regarding “liberation education” from the 1940s to the 1950s as well as the ideological continuity with subsequent anti-discrimination education are examined. Furthermore, contradictions regarding Morita’s conception of “liberation education” are critically examined.

Este artículo presenta una experiencia artivista en la que participan 180 estudiantes de Magisterio. Desde una mirada feminista se reivindica una universidad más humanizada, naturalizada, igualitaria, respetuosa con la diversidad e inclusiva. Para ello, se modelan macetas de barro antropomorfas como forma de enfrentarnos a las experiencias de nuestro cuerpo. Se escriben micro relatos que acompañan a estos objetos. Y se entregan al profesorado y otro personal universitario como transferencia de su aprendizaje. La metodología utilizada es la Investigación Basada en las Artes desde la perspectiva del A/R/tography. El análisis de las reflexiones durante el proceso creativo de la cerámica recoge problemáticas que afectan especialmente al cuerpo de la mujer: asimetría corporal, censura de pezones en redes sociales, estética impuesta por los medios de masas, cicatrices, pigmentación de la piel, vello corporal, hipersexualización infantil, transexualidad y deterioro del cuerpo. El análisis de los relatos ofrece tres categorías temáticas: testimonios de agradecimiento; reconocimiento a profesorado que ejerció de forma singular una docencia sensible; reivindicación de espacios más seguros, arquitecturas más inclusivas y entornos favorecedores de la diversidad. Se concluye que este tipo de acciones resultan efectivas para promover actitudes activas positivas para el cambio social y estructural contra el machismo. This article presents an artivist experience in which 180 teaching students participate. From a feminist perspective, a university more humanized, naturalized, egalitarian, respectful of diversity and inclusive is claimed. For this purpose, anthropomorphic clay pots are modeled as a way of facing the experi-ences of our body. Micro stories are written to accompany these objects. And they are given to faculty and other university staff as a transfer of their learning. The methodology used is Arts Based Research from the perspective of A/R/tography. The analysis of reflections during the creative process of ceram-ics collects problems that especially affect the woman’s body: body asymmetry, censorship of nipples in social networks, aesthetics imposed by the mass media, scars, skin pigmentation, body hair, child hypersexualization, transsexuality and deterioration of the body. The analysis of the stories offers three thematic categories: testimonials of appreciation; recognition of teachers who exercised in a singular way a sensitive teaching; vindication of safer spaces, more inclusive architectures and environments that favor diversity. It is concluded that these types of actions are effective in promoting positive active attitudes for social and structural change against sexism

The main objective of this study is to analyse the perceptions of the law students on the human rights, specifically their knowledge and sensitivity regarding to the purposes of penalties. The application of criminal sanctions aims the protection of juridical assets and the reintegration of the agent into the society, with useful purposes, to safeguard legal peace in society and to avoid in the future the committing of other crimes by the condemned. In this sense, the execution of penalties should be oriented to promote that the condemned, after serving the sentence, be prepared to live responsibly in the community. Considering the constitutional principle of human dignity, it should be left to the condemned, as far as possible, during the execution of the sentence, his self-determination for his future resocialization. The application of penalties for purely retributive purposes is excluded and whenever possible, because of short prison sentences have been viewed negatively for having a stigmatizing character and criminogenic effects, it is planned to replace them with other non-custodial alternative sentences (such as fines penalties and community work consented by the condemned).Due to the constitutional principle of human dignity, the death penalty, the penalty of life imprisonment, the forced labour and corporal punishment are prohibited. Contrary to the humanist characteristic of the Portuguese Penal Code there is a popular tendency that defends heavier penalties, criminal sentences that are less respectful to the human dignity and the punishment of the condemned justified only by the punishment itself. In this research it was intended in particular to know how the students of the 2nd year of the Law Course from Oporto Portucalense University, in the academic year 2018-19, face the function of criminal penalties, after having learned Political Science and Constitutional Law in the 1st year and before being taught the program content of the curricular unit of Criminal Law. To achieve this goal, surveys were developed and then answered by 90 students. The results show that students need to be sensitized to the human rights dimension, since they have a vision that does not coincide with the one that is legally established and far from constitutional rights and guarantees. It was concluded that the majority adheres to the populist tendencies of the Criminal Law, being essential and necessary in the Academy an education more accentuated and effective for the human rights dimension.

The present dissertation, titled: "EDUCATION IN / FOR HUMAN RIGHTS: What do the textbooks teach us about History is an analysis of some textbooks of History adopted by public high schools in the Mamanguape Valley/ PB, in order to understand how they have problematized themes related to Education in/ for Human Rights. The textbook, object of our research, is a relevant tool capable of contemplating an EDH for Citizenship, since it is systematically employed by the educator and widely adopted as a basic element in the organization of educational work. Much more than simple didactic material, the book is configured as a political-ideological instrument, a space that undergoes the actions of a complex process of relations and interests of many social groups. In the course of the research, two methodological procedures were used, which were complemented in the research action: a content analysis according to the model of Bardin (2016) and discourse analysis according Orlandi (2000). The methodological approach is, therefore, of a qualitative nature. The research results brought a grateful confirmation: the fact that Didactic Books (at least those examined) offer numerous possibilities for realizing HRE. We try to point them out as far as possible. In a wider sense, the results allowed putting in question our personal prior idea ~- charged of speechs presented in Basic Education – that textbooks do not provide rhe HRE.Of course, these results are relative and demand new studies because there are Didactic Books and Didactic Books, texts and texts. If we observed that the LD (at least those analysed) propitiate HD and EDH, why this knowledge does not materialize in the Schools? The reflections leads to another level of considerations, to the educational practices and to a perhaps previous problem: the teacher education (initial formation). In this way, the achieved results give rise to a more far-reaching reflection: how did the didactic texts better may instill the discourse of the DH at a time when attempts are being made to deconstruct it? Why has not it instituting force like authoritarian discourse? It is necessary to analyze better the discursive nuclei of authoritarian ideological formations to reflect on the discursive arguments/counter-arguments necessary for their refutation, in favor of Culture to/for Human Rights. The purpose of this study is leave to the reader, especially to the educators committed to an education focused on the respect to a Culture of Human Rights, the task of facing seldom explored territories in the educational area, with respect to the HRE to take account of the need to internalize a more politicized positioning against the instruments used in everyday education. This master's dissertation is yet another step in the search, undertaken with so many Brazilians, of maintaining our optimism, our enthusiasm that an HRE is possible and necessary, despite of the last setbacks in the struggle for Human Rights. An academic debate about Education and HR contributes directly to the training of individuals who participate in this system of interaction. It is expected that the guarantee of a HRE not only brings greater effectiveness of people as subjects of rights but also contributes to a better understanding of the multiple faces of human dignity. Nenhuma O presente trabalho, intitulado: “EDUCAÇÃO EM/PARA OS DIREITOS HUMANOS: o que nos ensinam os livros didáticos de História?”, se volta para a análise de alguns livros didáticos de História adotados pelas escolas públicas de Ensino Médio no Vale do Mamanguape/PB, com o fim de compreender a maneira como os mesmos têm problematizado temas relacionados à Educação em/para os Direitos Humanos. O livro didático, objeto de nossa pesquisa, é uma ferramenta relevante capaz de contemplar uma EDH para a Cidadania, pois é empregado de maneira sistemática pelo/a educador/a e largamente adotado como elemento básico na organização do trabalho pedagógico. Muito mais do que simples material didático, o livro se configura como um instrumento político-ideológico, um espaço que sofre a ação de um complexo processo das relações e interesses de vários grupos sociais. No percurso da pesquisa, foram utilizados dois procedimentos metodológicos que se complementaram na ação de investigação. Sugestões do método de análise de conteúdo, de Bardin (2016); e o método de Análise de Discurso, de Orlandi (2000). A abordagem metodológica escolhida foi, portanto, de natureza qualitativa. A pesquisa realizada permitiu uma grata constatação: o fato dos Livros Didáticos (ao menos os examinados) conterem inúmeras possibilidades para a realização da EDH. Os resultados obtidos, de modo mais abrangente, permitiram o questionamento de nossa concepção prévia à pesquisa, em parte impregnada de discursos circulantes na Educação Básica, de que Livros Didáticos não propiciariam a EDH. É claro que os resultados são relativos e demandam novas pesquisas, pois há Livros Didáticos e Livros Didáticos, textos e textos. Se comprovamos que os LD (ao menos os examinados) propiciam a veiculação dos DH e a EDH, por que ela não se concretiza nas Escolas? A reflexão leva a outro patamar de considerações, às práticas educativas e a um problema talvez anterior: a formação dos/as professores/as (formação inicial). Desse modo, os resultados obtidos suscitam uma reflexão de maior alcance: como os textos didáticos poderiam instituir melhor o discurso dos DH em um momento em que se tenta desconstrui-lo? Por que ele não tem força instituinte como o discurso autoritário? É preciso analisar melhor os núcleos discursivos das formações ideológicas autoritárias e refletir sobre os argumentos/contra-argumentos discursivos necessários para sua refutação, em prol da Cultura de/para os Direitos Humanos. A intenção deste estudo foi deixar ao leitor, principalmente aos educadores comprometidos com uma educação voltada para o respeito a uma Cultura dos Direitos Humanos, a tarefa de empreender o enfrentamento de territórios pouco explorados na área educacional, no que diz à EDH – para, desse modo, internalizar a necessidade de um posicionamento mais politizado frente aos instrumentos utilizados no cotidiano educacional. Esta dissertação de mestrado é mais um passo na busca, empreendida com tantos brasileiros, de manter nosso otimismo, nosso entusiasmo de que uma EDH é possível e necessária, mesmo diante dos últimos retrocessos em face da luta pelos Direitos Humanos. Isso porque um debate acadêmico acerca da Educação e dos DH contribui diretamente na formação dos indivíduos que participam deste sistema de interação. Espera-se que a garantia de uma EDH não só traga uma maior efetividade das pessoas como sujeitos de direitos, mas também possa contribuir para um melhor entendimento das múltiplas faces da dignidade humana.

This paper addresses the perceptions of the law students on human rights education, with regard to the purpose of the sentences, discussing whether they had learned the values passed on to them in class and if they were sensitive to this dimension of the human rights. As there is a popular tendency that, contradicting the Portuguese constitutional principles, defends more severe punishments, the article explored the reasons why the students’ perception and acceptance of these issues were aligned with this opinion. To achieve these objectives, data were collected through surveys with 13 questions answered by the Portucalense University students. The results showed that the students were not sensitised to the human rights dimension with regard to the purposes of sentencing. It was concluded that the majority of them were more receptive to the public opinion, published in the media channels, than to the knowledge that was provided to them in the Academy about the legitimation of the criminal punishment. Keywords: Purposes of sentencing, punishment, severe criminal sanctions, education for human rights, educational research.

Odgoj i obrazovanje za mir u procesu socijalizacije djeteta važan je kao i ostali oblici pripreme za život. Iz razloga što se u pravom obliku ne može provesti u obiteljima, jedino su rješenje predškolske i ostale odgojno-obrazovne ustanove. Upravo je odgoj i obrazovanje za mir priprema za daljnji život pojedinca jer na taj način dijete od najranije dobi stječe socijalne kompetencije. Često se pojam „odgoj i obrazovanje za mir“ spominje i kao „odgoj i obrazovanje za nenasilno rješavanje sukoba, i „obrazovanje za nenasilje“. U ovome radu opisuju se ljudska prava, dječja prava i odgoj i obrazovanje za ljudska prava kao temeljni pojmovi odgoja i obrazovanja za mir. Odgoj i obrazovanje za mir neophodno je provoditi u odgojno-obrazovnim ustanovama gdje će dijete na najbolji mogući način razvijati socijalne kompetencije, te na taj način biti pripremljen za daljnji život. Samim time postoje odgojno-obrazovni programi za mir koji se provode u školama, a koje možemo provoditi na sličan način i u predškolskim ustanovama. U radu je opisan pojam „socijalna kompetencija“ koji ima velik značaj u usmjeravanju djeteta k nenasilnom rješavanju sukoba. Jedino će socijalno kompetentan odgojitelj na adekvatan način pomoći djetetu razvijati socijalne vještine. U nastavku rada nadovezujemo se i na nenasilno rješavanje sukoba. Kroz vježbu možemo djetetu olakšati da na sukob gleda kao na situaciju u kojoj se nastoji da i jedna i druga strana budu zadovoljne ishodom. Postoje razni primjeri rješavanja sukoba, a najlakše ih možemo usvojiti kroz radionice u kojima sudjeluju i djeca i roditelji. Stoga su na kraju ovoga rada ponuđene radionice kako bi se odgoj i obrazovanje za mir u predškolskoj ustanovi što bolje provodio i kako bi djeca bila što spremnija za ovo područje odgoja i obrazovanja u školi. Education for peace in the process of child socialization is as important as other forms of preparation for life. Since it cannot be implemented in its right form within the family unit, the only solution is its implementation in preschool and other educational institutions. Education for peace is the preparation for further stages of life of an individual; because that’s the way a child acquires social competences from the earliest age. Often, the term "education for peace" is also referred to as "education for nonviolent conflict resolution” and “nonviolence education". This paper describes human rights, children’s rights and upbringing and education for human rights as the core concepts of education for peace. Education for peace must be implemented in educational institutions where the child can develop social competencies in the best possible way and prepare for further stages of life. Therefore, there are some educational programs for peace that are being implemented in schools, which can be implemented in a similar way in preschool institutions. The paper describes the concept of "social competence" that has great significance in guiding the child to nonviolent conflict resolution. Only a socially competent educator will adequately help children develop social skills. In the continuation of our work, we delve into nonviolent conflict resolution. Throughout exercise, we can make it easier for the child to look at conflict as a situation in which both sides are satisfied with the outcome. There are different examples of conflict resolution and we can easily adopt them through workshops involving both children and parents. Therefore, at the end of this paper, we offer some workshops for a better implementation of education for peace in preschool institutions thus preparing children for this area of education in school.

Ενώπιον των συνεχών επίσημων εκκλήσεων του Οργανισμού Ηνωμένων Εθνών προς τα κράτη μέλη του να υιοθετήσουν, σε όλες τις βαθμίδες εκπαίδευσής τους, την Εκπαίδευση για τα Ανθρώπινα Δικαιώματα, η παρούσα διατριβή μελετά την ύπαρξη και τον τρόπο εφαρμογής της συγκεκριμένης εκπαίδευσης, ως ανεξάρτητου διδακτικού αντικειμένου, στα προγράμματα σπουδών των Πανεπιστημιακών Ελληνικών Παιδαγωγικών Τμημάτων Δασκάλων και Νηπιαγωγών. Τα ψηφίσματα του Οργανισμού Ηνωμένων Εθνών για την εφαρμογή και περαίωση της Δεκαετίας για την Εκπαίδευση για τα Ανθρώπινα Δικαιώματα, (1995-2004) και της πρώτης φάσης του Παγκόσμιου Προγράμματος της Εκπαίδευσης για τα Ανθρώπινα Δικαιώματα (2005-2009), σε συνδυασμό με τις διαρκείς παραβιάσεις των Ανθρωπίνων Δικαιωμάτων ανά τον κόσμο, κρίνουν επιτακτική την υιοθέτηση της προαναφερόμενης εκπαίδευσης σε όλες τις εκπαιδευτικές βαθμίδες. Πολύ, δε, περισσότερο στα Παιδαγωγικά Τμήματα Δασκάλων και Νηπιαγωγών, που εκπαιδεύουν μελλοντικούς εκπαιδευτικούς, οι οποίοι με τη σειρά τους θα κληθούν να συμβάλουν στη διαπαιδαγώγηση αυριανών πολιτών. Σε αυτό το πλαίσιο, η συγκεκριμένη έρευνα εξετάζει, με ποιοτικές και ποσοτικές μεθόδους συλλογής δεδομένων (ανάλυση περιεχόμενου, συνεντεύξεις και ερωτηματολόγια), αφενός, την ύπαρξη της Εκπαίδευσης για τα Ανθρώπινα Δικαιώματα στα ελληνικά Παιδαγωγικά Τμήματα Δασκάλων και Νηπιαγωγών και, αφετέρου, την εφαρμογή αυτού τους είδους εκπαίδευσης στα εν λόγω τμήματα, με βάση το μοντέλο της «γνωστικής πυραμίδας» στα επίπεδα γνώσεων, συνειδητοποίησης-ευαισθητοποίησης και ενεργοποίησης-μετασχηματισμού. Σε πρώτο επίπεδο, σύμφωνα με τα αποτελέσματα της έρευνας, η Εκπαίδευση για τα Ανθρώπινα Δικαιώματα διδάσκεται ως αυτόνομο διδακτικό αντικείμενο σε τρία Παιδαγωγικά Τμήματα από τα δεκαεννέα που υπάρχουν πανελλαδικώς. Σε δεύτερο επίπεδο, η διδασκαλία του συγκεκριμένου διδακτικού αντικειμένου φαίνεται να διαδραματίζει καθοριστικό ρόλο στη βελτίωση του γνωστικού επιπέδου των φοιτητών/τριών. Εντούτοις, δεν φαίνεται να διαφοροποιεί ιδιαίτερα τόσο το επίπεδο συνειδητοποίησης- ευαισθητοποίησης των φοιτητών/τριών όσο και αυτό της ενεργοποίησης- μετασχηματισμού απέναντι σε παραβιάσεις και διεκδικήσεις υπέρ των Ανθρωπίνων Δικαιωμάτων. Αν και τα ευρήματα της έρευνας δεν παρουσιάζουν μια εικόνα που να συμβαδίζει απόλυτα με την πρακτική εφαρμογή της Εκπαίδευσης για τα Ανθρώπινα Δικαιώματα στα ελληνικά Παιδαγωγικά Τμήματα, σύμφωνα με το μοντέλο της «γνωστικής πυραμίδας», εντούτοις εντοπίζεται η ύπαρξη θετικών ευρημάτων τόσο από τα μέλη του Διδακτικού Ερευνητικού Προσωπικού όσο και από τους φοιτητές/τριες, για την αναγκαιότητα και τη σημαντικότητα της ύπαρξης της Εκπαίδευσης για τα Ανθρώπινα Δικαιώματα στο εκπαιδευτικό σύστημα, αλλά και τη θετική διάθεσή τους να συμβάλουν στην εδραίωσή της. In light of the continuing formal appeals of the United Nations to its Member States to implement Education for Human Rights at all levels of education, this thesis studies the existence and implementation of this educational subject as an independent course in the curricula of Teacher and Preschool Educator Departments of Greek Universities. The resolutions of the United Nations for the application and implementation of the Decade of Education for Human Rights, (1995-2004) and the first phase of the World Programme of Education for Human Rights (2005-2009), in conjunction with the constant breaches of Human Rights around the world, deem it imperative to implement the aforementioned educational subject at all educational levels. Much more so, in the Teacher and Preschool Educator Departments, which educate future teachers who will be invited to shape the future citizens. In this context, this research work examines, using qualitative and quantitative data collection methods (content analysis, interviews and questionnaires), both the existence of Education for Human Rights in Greek Teacher and Preschool Educator Departments, and the application of this kind of education based on the model of the "cognitive pyramid, which consists of three levels of values- awareness, accountability and transformation. According to the results, at the first level, Education for Human Rights is taught as a separate subject in three of the nineteen Pedagogical Departments that exist in Greek Universities. At a second level, the teaching of this subject appears to play a key role in increasing the knowledge level of students. However, it does not seem to significantly affect the attitudes and perceptions of students in acting against violations and in support for Human Rights. Although the research findings do not present an image fully consistent with the practical application of Education for Human Rights in the Pedagogical Departments of Greek Universities, according to the model of the "cognitive pyramid", they reveal positive findings amongst both the members of Research Faculties and students who were questioned. To be more specific, they put emphasis on the necessity and importance of the existence of Education for Human Rights in the educational system and show a positive attitude to contributing to its consolidation.

This presentation introduces the project Explore and Act for Human Rights and explains the importance of the European Court of Human Rights and this project. It starts by briefly introducing the overall and specific goals of the project which is to further human rights through education by teaching the Court’s principles and case-law in secondary schools. It then discusses the importance of the Court as the most effective international mechanism of human rights protection, introducing some statistics on its work, describing the range of topics it has examined in its case-law and examining the impact of its judgments on changes of laws, policy and practice in member states. It then examine to what extent is the case-law known in general population and specifically in education sector, arguing that further efforts should be undertaken to introduce the Court to students and teachers. This leads to a discussion of the activities of the project: research, preparation of lesson plans and materials in respect of 10 landmark cases, development of the depository of learning materials, annual conferences. The paper concludes by evaluating the project.

Već 150. godina Salezijanska obitelj diljem svijeta nastoji primjenjivati don Boscov odgojni sustav. U vezi s time u članku se naglašava današnje značenje don Boscove ideje o kršćanskom odgoju koji želi "odgajati poštene građane i dobre kršćane". Odgoj u ljudskim pravima i za ljudska prava, danas je jedan od istaknutih oblika pastorala mladih i jedno od sredstava suvremene primjene don Boscovog odgojnog sustava (preventivni odgojni sustav). Stoga se ističe značenje koje valja pridati ljudskim pravima i način kako danas odgajati o ljudskim pravima i za ljudska prava. Autorica s pravom tvrdi kako su građanska, kulturalna, ekonomska, politička i socijalna prava međuovisna i neodjeljiva. Ona uključuju prava i dužnosti ali i odgovornost, drugim riječima zajedničarski personalizam i cjeloviti humanizam. Odgoj za ljudska prava ne može biti samo opis situacije, nego mora biti usmjeren prema djelovanju, zauzimanju stajališta i kritičkom promišljanju. To obuhvaća kognitivnu, afektivnu i aktivnu voljnu dimenziju ponašanja. Umjesto tradicionalnog pristupa (civic learning) autorica predlaže širi pristup koji potiče praktično iskustvo, prihvaćanje odgovornosti i sudjelovanje (socio-civic learning)., The Salesian family has been adapting don Bosco's educational system all over the world already for 150 years. The article reminds us of the contemporary meaning of don Bosco's statement on Christian education which "educates honest citizens and goos Christians". Education of human rights and for human rights today is an important form of youth ministry and a contemporary method of adapting don Bosco's educational system (the preventive educational system). Thus, the article emphasizes the importance of human rights and how to educate with human rights and for human rights and how civil, cultural, economical, political and social rights are inseperably intertwined. Human rights include rights and obligations, in other words, communal personalism and integral humanism. Education for human rights can not be merely a description of a situation, but rather, it has to be directed towards action, taking a stand and critical thinking. This comprises the all dimensions of behaviour: cognitive, affective and the active will. Instead of the traditional approach (civic learning) the author recommends a wider approach which fosters practical experience, accepting responsibilites and participation (socio-civic learning)., Seit 150 Jahren versuche die Salesianerfamilie, don Boscos Erziehungssystem weltweit anzuwenden. Damit verbunden werde es im Artikel an die heutige Bedeutung von der don Boscos Behauptung über die christliche Erziehung erinnert, welche "ehrliche Bürger und gute Christen erziehen wolle". Erziehung in den Menschenrechten und für die Menschenrechte sei heutzutage eine der bedeutendster Formen der Jugendpastoral und eines der Mittel der zeitgenössischen Verwendung vom don Boscos Erziehungssystem (präventives Erziehungssystem). Deswegen werde darauf aufmerksam gemacht, was für einen Wert man auf die Menschenrechte legen, wie man heute in den Menschenrechten und für die Menscherechte erziehen solle. Zur gleichen Zeit werden wir daran erinnert, wie bürgerliche, kulturelle, ökonomische, politische und soziale Rechte voneinander abhängig und unzertrennlich seien. Diese schließen Rechte und Verpflichtungen aber auch Verantwortung, mit anderen Worten, den Gemeinschaftspersonalismus und vollständigen Humanismus ein. Erziehung für die Menschenrechte könne nicht nur die Situationsschilderung sein, sondern müsse auch auf die Wirkung, Einnehmen von Stellungen und das kritische Bedenken gerichtet sein. Dies umfasse kognitive, affektive und aktive Willensdimension des Verhaltens. Anstatt des traditionellen Zugangs (civic learning), schlage die Autorin einen breiteren Zutritt vor, welcher praktische Erfahrung, Akzeptieren der Verantwortung und Teilnahme (socio-civic learning) fördere.

Ljudska se prava, činjenica je, i danas krše po cijelom svijetu. Povređuje se dostojanstvo ljudske osobe, njezina prava i slobode. To se događa i u zemljama napredne demokracije, a pritom je nerijetko na djelu dvostruka politika. Podsjećajući na to, autorica ukazuje na povezanost don Boscova odgojnog sustava i Konvencije o pravima djeteta. Salezijanski odgojni sustav promiče preventivni pristup pravima čovjeka, a to uključuje i odgoj za ljudska prava i za aktivno i odgovorno svjetsko građanstvo. Značajke tog odgoja su odgoj za vrednote, dijalog i multidisciplinarnost. Nije dostatno učiti o ljudskim pravima, potrebno je promicati cjelovit odgoj za ljudska prava. Cjelovit odgoj uključuje i školsko i izvanškolsko područje, to je cjeloživotni odgoj. Važno je uočiti povezanost svih ljudskih prava: građanskih, kulturnih, ekonomskih, političkih i socijalnih, ali i odgovornosti i dužnosti. Na kraju članka autorica daje kronološki prikaz ljudskih prava od završetka Drugoga svjetskog rata do danas., Its a fact that even to this day human rights are violated all around the world. There are violations against the dignity of the human person, his rights and freedom. All of this occurs even in developed democratic countries and most often dirty politics is involved. The author underlines the close ties between don Boscos educational system and the Convention for the Rights of the Child. The Salesian educational system promotes a preventive approach for the rights of man which includes education for human rights and active and responsible world citizenship. The characteristics of this education are education for values, dialogue and a multidisciplinary approach. It does not suffice to merely learn about human rights, rather, there must be integral education for human rights. Integral education is a life-long process so it must take place within the school and in extracurricular activities. It is important to include all human rights: civil, cultural, economic, political and social and responsibilities and duties. The article ends with a chronological survey of human rights from the end of the Second World War to the present., Es sei eine Tatsache, dass Menschenrechte auch heutzutage in der ganzen Welt verletzt werden. Dignität des Menschen, seine Rechte und Freiheiten werden verletzt. Dies geschehe auch in den Ländern der fortgeschrittenen Demokratie, und dabei wirke oft eine zweifache Politik. Erinnernd daran, weise die Autorin auf die Verbundenheit vom don Boscos Erziehungssystem und der Konvention über Kinderrechte hin. Das salesianische Erziehungssystem fördere einen präventiven Zutritt zu den Menschenrechten und dies schließe auch Erziehung für Menschenrechte und für aktives und verantwortliches Weltbürgertum ein. Das Merkmal dieser Erziehung sei Erziehung für Werte, Dialog und Multidiszipliniertheit. Es sei nicht genügend, über Menschenrechte zu lernen, man solle auch eine vollständige Erziehung für Menschenrechte fördern. Die vollständige Erziehung schließe auch den Schul- und Außerschulbereich ein und das sei eine lebenslange Erziehung. Es sei nötig, die Verbundenheit aller Menschenrechte: bürgerlicher, kultureller, ökonomischer, politischer und sozialer, aber auch Verantwortungen und Pflichten zu beobachten. Am Ende des Artikels bringe die Autorin eine chronologische Darstellung der Menschenrechte seit Ende des Zweiten Weltkrieges bis heute hervor.