Toward an affective pedagogy of human rights education

• Authors: Ruyu Hung
• 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

Keywords

EN

human rights education; affective pedagogy; affective pedagogy of human rights education (APHRE); Beardsley; Merleau-Ponty; Rorty

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2014
• Volume: 5
• Issue: 1
• Pages: 48-64

Dates

published

2014-06-01

online

2014-07-10

Contributors

author

Ruyu Hung

• Ph.D., Professor National Chiayi University Teachers College Department of Education 85 Wenlong Mingshong, Chiayi 60004 Taiwan

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Identifiers

DOI

10.2478/jped-2014-0003