With remarkable technological development of science today, human beings enjoy greater material richness and comfort than before. Still a lot of people suffer from barbarity and violence under inhumane life conditions. There are various reasons why these situations repeat themselves, but recently mo...
With remarkable technological development of science today, human beings enjoy greater material richness and comfort than before. Still a lot of people suffer from barbarity and violence under inhumane life conditions. There are various reasons why these situations repeat themselves, but recently more and more people attribute it to the lack of the awareness of human rights. This problem should be solved through school education, and particularly human rights education needs to be done in social science class, where social behavior as a 'citizen' is stressed. In this study, therefore, an attempt has been made to analyze the real state of the human rights education seen in middle school social studies textbooks, and suggest alternative teaching plans for overcoming its limitations with the results of analysis as follows. First, from a viewpoint of the contents of the human rights education, all the textbooks to be analyzed are characterized by a unbalanced statement of human rights. In other words, those textbooks make no statement or little, if any, statement of rights of freedom, such as safety of privacy, freedom of residence or transfer, freedom of ideology, conscience and religion, freedom of speech and the press, freedom of learning or art, freedom of expression. For the rights of equality, the human rights of races, women and minorities are stated in a poor way; for the social rights, the contents of labor's three primary rights are filled just with provisions. Second, the formation of civil society and development of human rights in the West are stated very actively in all the textbooks. However, such a poor statement is made of 'development of human rights in Korean history' or 'examples of human rights movements' that they are inadequate to make understood the Korea's modern history characteristic of a violation of human rights. Third, the textbooks present examples concerned with 'human rights problems' and 'an infringement on human rights and securing rights' through study activities or reinforced study for the purpose of helping learners solve the human rights problems on their own. But they are poor in substance when it comes to examples that can
With remarkable technological development of science today, human beings enjoy greater material richness and comfort than before. Still a lot of people suffer from barbarity and violence under inhumane life conditions. There are various reasons why these situations repeat themselves, but recently more and more people attribute it to the lack of the awareness of human rights. This problem should be solved through school education, and particularly human rights education needs to be done in social science class, where social behavior as a 'citizen' is stressed. In this study, therefore, an attempt has been made to analyze the real state of the human rights education seen in middle school social studies textbooks, and suggest alternative teaching plans for overcoming its limitations with the results of analysis as follows. First, from a viewpoint of the contents of the human rights education, all the textbooks to be analyzed are characterized by a unbalanced statement of human rights. In other words, those textbooks make no statement or little, if any, statement of rights of freedom, such as safety of privacy, freedom of residence or transfer, freedom of ideology, conscience and religion, freedom of speech and the press, freedom of learning or art, freedom of expression. For the rights of equality, the human rights of races, women and minorities are stated in a poor way; for the social rights, the contents of labor's three primary rights are filled just with provisions. Second, the formation of civil society and development of human rights in the West are stated very actively in all the textbooks. However, such a poor statement is made of 'development of human rights in Korean history' or 'examples of human rights movements' that they are inadequate to make understood the Korea's modern history characteristic of a violation of human rights. Third, the textbooks present examples concerned with 'human rights problems' and 'an infringement on human rights and securing rights' through study activities or reinforced study for the purpose of helping learners solve the human rights problems on their own. But they are poor in substance when it comes to examples that can
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