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Journal of Pedagogy

The Journal of University of Trnava

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Toward an affective pedagogy of human rights education

Ruyu Hung
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  • Ph.D., Professor National Chiayi University Teachers College Department of Education 85 Wenlong Mingshong, Chiayi 60004 Taiwan
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Published Online: 2014-07-10 | DOI: https://doi.org/10.2478/jped-2014-0003


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


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About the article

Published Online: 2014-07-10

Published in Print: 2014-06-01

Citation Information: Journal of Pedagogy, Volume 5, Issue 1, Pages 48–64, ISSN (Online) 1338-2144, DOI: https://doi.org/10.2478/jped-2014-0003.

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© 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

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