Jump to ContentJump to Main Navigation
Show Summary Details
More options …

Journal of Pedagogy

The Journal of University of Trnava

2 Issues per year


CiteScore 2016: 0.17

SCImago Journal Rank (SJR) 2016: 0.190
Source Normalized Impact per Paper (SNIP) 2016: 0.185

Open Access
Online
ISSN
1338-2144
See all formats and pricing
More options …

Toward an affective pedagogy of human rights education

Ruyu Hung
  • Corresponding author
  • Ph.D., Professor National Chiayi University Teachers College Department of Education 85 Wenlong Mingshong, Chiayi 60004 Taiwan
  • Email
  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
Published Online: 2014-07-10 | DOI: https://doi.org/10.2478/jped-2014-0003

Abstract

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

References

  • Bannan, J. F. (1967). The philosophy of Merleau-Ponty. New York: Harcourt, Brace & World.Google Scholar

  • Beardsley, M. C. (1991). Aesthetic experience. In R. A. Smith, & A. Simpson (Eds.) Aesthetics and arts education (pp. 72-84). Urbana and Chicago: University of Illinois.Google Scholar

  • Hung, R. (2010a). Learning nature: How the understanding of nature enriches education and life? Champaign, IL: Common Ground Publishing LLC.Google Scholar

  • Hung, R. (2010b). In search of affective citizenship: From the pragmatist-phenomenological perspective. Policy Futures in Education, 8 (5), 488-499.Google Scholar

  • Hung, R. (2010c). A critical exploration of the post-metaphysical citizenship and its implications for civic education: From the perspective of Rorty. Contemporary Educational Research Quarterly, 18 (2), 1-28. (In Chinese).Google Scholar

  • Hung, R. (2012). A lifeworld critique of ‘nature’ in the Taiwanese curriculum: A perspective derived from Husserl and Merleau-Ponty. Educational Philosophy and Theory, 44 (10), pp. 1121-1132.Google Scholar

  • Kwok, P. (2004). Examination-oriented knowledge and value transformation in East Asian cram schools. Asia Pacific Education Review 5 (1), 64-75.CrossrefGoogle Scholar

  • Lang, P. (1998). Towards an understanding of effective education in a European context.Google Scholar

  • In P. Lang, Y. Katz, & I. Menezes (Eds.) Affective education: a comparative view (pp. 3-18), London: Cassell.Google Scholar

  • Li, X. (2001). “Asian values” and the universality of human rights. In P. Hayden (ed.) The philosophy of human rights (pp. 397-408). St. Paul, MN.: Paragon House.Google Scholar

  • Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge & Kegan Paul.Google Scholar

  • Merleau-Ponty, M. (1964). The primary of perception. Evanston: Northwestern University Press.Google Scholar

  • Osborne, H. (1970). The art of appreciation. New York: Oxford University Press.Google Scholar

  • Rorty, R. (1989). Contingency, irony and solidarity. Cambridge: Cambridge University Press.Google Scholar

  • Rorty, R. (1993). Human rights, rationality, and sentimentality. In S. Shute, & S.Google Scholar

  • Hurley (Eds.) On human rights: The Oxford amnesty lectures 1993. (pp. 111-134).Web of ScienceGoogle Scholar

  • New York: BasicBooks.Google Scholar

  • Rorty, R. (1997). Justice as a larger loyalty, Ethical Perspectives 4 (2), pp. 139-152.Google Scholar

  • Stolnitz, J. (1969). The aesthetic attitude. In J. Hospers (Ed.) Introductory readings in aesthetics (pp. 17-27). New York: Free Press.Google Scholar

  • United Nations Education, Science and Cultural Organization (UNESCO) (2013).Google Scholar

  • Why learn about the holocaust in schools? Retrieve June 28, 2013, from UNESCO website: http://www.unesco.org/new/en/education/resources/online-materials/ single-view/news/why_learn_about_the_holocaust_in_schools/ Van Manen, M. (1990). Researching lived experience: human science for an action sensitive pedagogy. Albany: The State University of New York. Google Scholar

About the article

Published Online: 2014-07-10

Published in Print: 2014-06-01


Citation Information: Journal of Pedagogy, ISSN (Online) 1338-2144, DOI: https://doi.org/10.2478/jped-2014-0003.

Export Citation

© by Ruyu Hung. This article is distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. BY-NC-ND 3.0

Comments (0)

Please log in or register to comment.
Log in