The purpose of this paper is to specify the inverse relationship between teachers' right and students' human rights to seek ways for the inverse relationship between the teachers' right and students' human rights to move for mutual development. This paper deals with the following subjects.
Firs...
The purpose of this paper is to specify the inverse relationship between teachers' right and students' human rights to seek ways for the inverse relationship between the teachers' right and students' human rights to move for mutual development. This paper deals with the following subjects.
First, this paper Research is about the relationship of the concept of human rights, and the rights and obligations.
Second, this paper studies whether the essential details of human rights justly guaranteed to students as an individual can be violated by restrictions from the legal and social status as a student.
Third, this paper looks into what relationship teachers' right has with students' human rights when defining teachers' right as a leading educational authority, referred to as a teacher's official authority.
Fourth, this paper grasps the relationship between students' human rights and teachers' right through the conceptual definition of students' human rights and teachers' right obtained from the previous two studies.
Fifth, this paper digs into student human rights ordinance in controversial issue of public education in recent years and an ordinance on teachers' right in a recent move to be established.
Sixth, this paper gives insight into whether the cause-effect relationship between the establishment of student human rights ordinance and 'increase in the infringement of teachers' right' can be set up.
Seventh, this paper presents human rights education as a way to enhance student human rights and teachers' right together and conducts a general study into the concept of human rights education.
Eighth, this paper seeks the role of moral subjects in human rights education through public education. Study findings of this paper can be summarized as follow
The relationship between students' human rights and teachers' right cannot and should not stand against each other in its unique nature. If the two subjects in education responsible for genuine and quality educational service through mutual complement can be confrontational relations with human rights of one side enhanced, this means to deny why public education exists. That is, students and teachers have a duty of building good education by increasing their rights respectively on the basis of mutual respect and consideration, therefore students' human rights and teachers' right can develop for mutual sake.
To keep students' human rights and teachers' right going in harmony, most of all they should be based on the principles of human rights and precisely recognize each other's rights. Then, they should internalize the knowledge formed through such a process by means of human rights-friendly emotions, which ultimately should be put into practice toward each other in attitudes showing respect for human rights.
After all, good education, good school and good class can be actualized only in culture of consideration and respect (or respect of human rights) through creating a humane student-teacher consensus, thereby human rights education needs to be actively served in the entire curriculum of public education.
As moral subjects can be the most effective in human rights education, they should take up more weight in human rights education through regular curriculum. If this is taught effectively to students in connection with 'character-building education, civic education known as core areas in moral subjects, both human rights education and moral education will be able to see a synergistic effect.
The objective of public education lies in guaranteeing all students the right to education and protect their human rights to contribute to students' 'whole person growth and realization of happiness'. Therefore, it is necessary to correct educational policies of the Ministry of Education, education office and unit schools in pursuit of exam-centered education with fierce competition, economic efficiency in education and convenience in educational administration rather than students' happiness.
The purpose of this paper is to specify the inverse relationship between teachers' right and students' human rights to seek ways for the inverse relationship between the teachers' right and students' human rights to move for mutual development. This paper deals with the following subjects.
First, this paper Research is about the relationship of the concept of human rights, and the rights and obligations.
Second, this paper studies whether the essential details of human rights justly guaranteed to students as an individual can be violated by restrictions from the legal and social status as a student.
Third, this paper looks into what relationship teachers' right has with students' human rights when defining teachers' right as a leading educational authority, referred to as a teacher's official authority.
Fourth, this paper grasps the relationship between students' human rights and teachers' right through the conceptual definition of students' human rights and teachers' right obtained from the previous two studies.
Fifth, this paper digs into student human rights ordinance in controversial issue of public education in recent years and an ordinance on teachers' right in a recent move to be established.
Sixth, this paper gives insight into whether the cause-effect relationship between the establishment of student human rights ordinance and 'increase in the infringement of teachers' right' can be set up.
Seventh, this paper presents human rights education as a way to enhance student human rights and teachers' right together and conducts a general study into the concept of human rights education.
Eighth, this paper seeks the role of moral subjects in human rights education through public education. Study findings of this paper can be summarized as follow
The relationship between students' human rights and teachers' right cannot and should not stand against each other in its unique nature. If the two subjects in education responsible for genuine and quality educational service through mutual complement can be confrontational relations with human rights of one side enhanced, this means to deny why public education exists. That is, students and teachers have a duty of building good education by increasing their rights respectively on the basis of mutual respect and consideration, therefore students' human rights and teachers' right can develop for mutual sake.
To keep students' human rights and teachers' right going in harmony, most of all they should be based on the principles of human rights and precisely recognize each other's rights. Then, they should internalize the knowledge formed through such a process by means of human rights-friendly emotions, which ultimately should be put into practice toward each other in attitudes showing respect for human rights.
After all, good education, good school and good class can be actualized only in culture of consideration and respect (or respect of human rights) through creating a humane student-teacher consensus, thereby human rights education needs to be actively served in the entire curriculum of public education.
As moral subjects can be the most effective in human rights education, they should take up more weight in human rights education through regular curriculum. If this is taught effectively to students in connection with 'character-building education, civic education known as core areas in moral subjects, both human rights education and moral education will be able to see a synergistic effect.
The objective of public education lies in guaranteeing all students the right to education and protect their human rights to contribute to students' 'whole person growth and realization of happiness'. Therefore, it is necessary to correct educational policies of the Ministry of Education, education office and unit schools in pursuit of exam-centered education with fierce competition, economic efficiency in education and convenience in educational administration rather than students' happiness.
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