Abstract
The Preamble of the Universal Declaration of Human Rights (UDHR) states that ‘disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind’. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man.
Highlights
Human rights education in Denmark and didactic challenges In the current political situation in Europe there is an urgent need to teach human rights, human solidarity, peace, and security (Osler, 2016) as populist ideas and tendencies towards polarisation and radicalisation seem to be growing
The Preamble of the Universal Declaration of Human Rights (UDHR) states that ‘disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind’
From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education
Summary
Human rights education in Denmark and didactic challenges In the current political situation in Europe there is an urgent need to teach human rights, human solidarity, peace, and security (Osler, 2016) as populist ideas and tendencies towards polarisation and radicalisation seem to be growing. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education.
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