This study set out to investigate what made of the human rights of adolescents, how they had developed, how many of the human rights the students and teachers understood and how many of them were guaranteed at school, and how important the education of human rights was as an alternative.
As a re...
This study set out to investigate what made of the human rights of adolescents, how they had developed, how many of the human rights the students and teachers understood and how many of them were guaranteed at school, and how important the education of human rights was as an alternative.
As a result, both the teachers and students had a similarly high perception of the human rights of adolescents but showed extremely significant differences in terms of guarantee levels: As for each of the rights areas, the teachers thought the schools did a good job at securing the rights, while the students believed that their level would be much lower than the teacher's even though they didn't deny that their rights were guaranteed in school. That can be rephrased as the students wanted a much higher level of guarantee of their human rights than the teachers thought. To the question asking about what the human rights were, the teachers had more knowledge than the students, which implied that the students were poorly aware of the human rights. Among the six major areas, the perception of the teachers was higher than the students' in the equal rights and rights to mental freedom, which belonged to the universal rights. The students were more aware of their specific rights such as the rights to physical freedom, to learning and culture, and to privacy. The differences between the students and teachers were examined in terms of guarantee levels in the six major areas: the students felt their rights were guaranteed less than the teachers thought in almost every area. There were apparent differences between them in terms of the perception of human rights. The students were demanding more human rights than the teachers expected.
More than 70% of the teachers answered that they acknowledged the human rights of the students. More women teachers than men tended to acknowledge them, which result reflected their meticulous characteristics. As for the infringements on human rights, the teachers cited their bigger frequency between the older and younger students, while the students saw the frequency was the similar between their relationships with other students as their relationships with the teachers. It seemed like the students were more sensitive to the teachers than the teachers thought. And then it was asked if they wanted to take classes of education of human rights. The teachers marked a high level of 71%, while the students scored only 48%, which showed that they considered even such education as burden. They wanted outside experts to teach about their human rights, while the teachers wanted each of the teachers to cover their own areas in human rights education. Then it was asked who was the first to change the perceptions of human rights for the sake of human rights education. The students mentioned themselves and the teachers in the order, while the teachers themselves and the educational administrators. There were differences between them in the perception of the educational structures.
Based on those results and given the plans to preserve the students' human rights in school as well as the reality, it's necessary to induce changes to the human rights perception of the students, teachers, and the all the people responsible for the educational structures and to establish the educational policies to support their human rights. Programs of human rights education should be developed and be included into the curriculum in a way that they don't give pressure on the students.
In those ways, the students will be able to protect their human rights for themselves, respect those of others, and grow as the democratic citizens that know how to get along with neighbors when the entire society plays the role of protecting human rights.
This study set out to investigate what made of the human rights of adolescents, how they had developed, how many of the human rights the students and teachers understood and how many of them were guaranteed at school, and how important the education of human rights was as an alternative.
As a result, both the teachers and students had a similarly high perception of the human rights of adolescents but showed extremely significant differences in terms of guarantee levels: As for each of the rights areas, the teachers thought the schools did a good job at securing the rights, while the students believed that their level would be much lower than the teacher's even though they didn't deny that their rights were guaranteed in school. That can be rephrased as the students wanted a much higher level of guarantee of their human rights than the teachers thought. To the question asking about what the human rights were, the teachers had more knowledge than the students, which implied that the students were poorly aware of the human rights. Among the six major areas, the perception of the teachers was higher than the students' in the equal rights and rights to mental freedom, which belonged to the universal rights. The students were more aware of their specific rights such as the rights to physical freedom, to learning and culture, and to privacy. The differences between the students and teachers were examined in terms of guarantee levels in the six major areas: the students felt their rights were guaranteed less than the teachers thought in almost every area. There were apparent differences between them in terms of the perception of human rights. The students were demanding more human rights than the teachers expected.
More than 70% of the teachers answered that they acknowledged the human rights of the students. More women teachers than men tended to acknowledge them, which result reflected their meticulous characteristics. As for the infringements on human rights, the teachers cited their bigger frequency between the older and younger students, while the students saw the frequency was the similar between their relationships with other students as their relationships with the teachers. It seemed like the students were more sensitive to the teachers than the teachers thought. And then it was asked if they wanted to take classes of education of human rights. The teachers marked a high level of 71%, while the students scored only 48%, which showed that they considered even such education as burden. They wanted outside experts to teach about their human rights, while the teachers wanted each of the teachers to cover their own areas in human rights education. Then it was asked who was the first to change the perceptions of human rights for the sake of human rights education. The students mentioned themselves and the teachers in the order, while the teachers themselves and the educational administrators. There were differences between them in the perception of the educational structures.
Based on those results and given the plans to preserve the students' human rights in school as well as the reality, it's necessary to induce changes to the human rights perception of the students, teachers, and the all the people responsible for the educational structures and to establish the educational policies to support their human rights. Programs of human rights education should be developed and be included into the curriculum in a way that they don't give pressure on the students.
In those ways, the students will be able to protect their human rights for themselves, respect those of others, and grow as the democratic citizens that know how to get along with neighbors when the entire society plays the role of protecting human rights.
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