PL EN


2014 | 5 | 1 | 48 – 64
Article title

TOWARD AN AFFECTIVE PEDAGOGY OF HUMAN RIGHTS EDUCATION

Authors
Title variants
Languages of publication
EN
Abstracts
EN
This paper explores the notion of Affective Pedagogy of Human Rights Education (APHRE) on a theoretical level and suggests a concept of curricular framework. APHRE highlights the significance of affectivity and body in the process of learning, factors usually neglected in the mainstream intellectualistic approach to learning, especially in areas under the Confucian tradition. The paper’s first section explores the thinking of three philosophers - Rorty, Merleau-Ponty, and Beardsley - who serve as sources for APHRE. The second section explains how their concepts contribute to APHRE’s development. In the third section, a practical curricular framework is presented. Finally, the paper discusses implementing the framework and concludes by recognizing APHRE as a pedagogic approach for crossing borders among nationalities, cultures, and languages.
Year
Volume
5
Issue
1
Pages
48 – 64
Physical description
Contributors
author
  • National Chiayi University, Teachers College, Department of Education, 85 Wenlong, Mingshong, Chiayi, 60004, Taiwan, hungruyu@mail.ncyu.edu.tw
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.cejsh-ee4363d6-9848-4e29-954a-73b7e160848e
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.