Thinking About Education in Human Rights from an Ethical and Controversial Perspective

Authors

  • Abraham Magendzo Universidad Académica de Humanismo Cristiano, Chile
  • Ángela Bermúdez Centro de Ética Aplicada en la Universidad de Deusto. Bilbao, Spain

DOI:

https://doi.org/10.15359/rldh.28-2.1

Keywords:

human rights education, ethics, controversiality

Abstract

This paper delves into the relationship between the education in human rights and ethics from a controversial perspective. It is a direction that seeks to help people become active and participatory citizens in a pluralistic democracy. Three fundamental ethical principles are analyzed, and they allow teaching human rights through controversy: Human rights: a global ethics of human rights; human rights: an ethical minimum; human rights and moral pluralism. This article proposes to relate human rights education with the critical-dialogical pedagogy. In this perspective are identified four critical inquiry tools that serve to develop different dimensions for a critical understanding in the social sphere: the approach of the problem, the reflexive skepticism, the multiperspectivity, and systemic thinking.

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Published

2018-05-27

How to Cite

Thinking About Education in Human Rights from an Ethical and Controversial Perspective. (2018). Revista Latinoamericana De Derechos Humanos, 28(2), 17-34. https://doi.org/10.15359/rldh.28-2.1

How to Cite

Thinking About Education in Human Rights from an Ethical and Controversial Perspective. (2018). Revista Latinoamericana De Derechos Humanos, 28(2), 17-34. https://doi.org/10.15359/rldh.28-2.1

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