Reaching for the Stars
The purpose of education is outlined in great detail in the Convention on the Rights of the Child (herein the Convention). In Article 29 of the Convention, it states: “The education of the child shall be directed to the development of the child’s personality, talents, and mental and physical abilities to their fullest potential.” This broadly defines the purpose of education, as it is limited to the development of the individual. Dewey pointed out that the development of the child should serve as the guiding principle of education (Schecter, 2011). During the twentieth century, core concepts of cognitive and psychoanalytical theories of development were consolidated with Dewey and Piaget’s views of development as the aim of education. These formed the principles of progressive education, which had at its core the values of individuality and autonomy (ibid). In the latter part of the twentieth century, “developmentally appropriate practice,” (ibid) formulated by the National Association for the Education of Young Children, built on this notion. Critics of DAP argue that the emphasis on individual autonomy separates children from their social world. As a result, the emphasis on the development of individual capacities has been at the expense of education’s “mission for social change” (ibid). Furthermore, the emphasis on Dewey’s views regarding development as the purpose of education failed to acknowledge that, in his view, “the trajectory of individual growth is defined in terms of participation in the forward movement of social change” (ibid). Dewey’s notion here is that there are “more distant ends to development, and these are the cultural values which represent social ideals” (ibid). The work for social change requires instilling these cultural ideals so that society can progress to uphold the principles enshrined in the 1945 Charter of the United Nations “to unite our strength to maintain international peace and security.” The emphasis here is that the unity of the people is required do this work and, while the focus in the first part of the Convention’s Article 29 is necessary in promoting the development of the individual to his or her full potential, more is required to ensure lasting global peace.
The purpose of education is outlined in great detail in the Convention on the Rights of the Child (herein the Convention). In Article 29 of the Convention, it states: “The education of the child shall be directed to the development of the child’s personality, talents, and mental and physical abilities to their fullest potential.” This broadly defines the purpose of education, as it is limited to the development of the individual. Dewey pointed out that the development of the child should serve as the guiding principle of education (Schecter, 2011). During the twentieth century, core concepts of cognitive and psychoanalytical theories of development were consolidated with Dewey and Piaget’s views of development as the aim of education. These formed the principles of progressive education, which had at its core the values of individuality and autonomy (ibid). In the latter part of the twentieth century, “developmentally appropriate practice,” (ibid) formulated by the National Association for the Education of Young Children, built on this notion. Critics of DAP argue that the emphasis on individual autonomy separates children from their social world. As a result, the emphasis on the development of individual capacities has been at the expense of education’s “mission for social change” (ibid). Furthermore, the emphasis on Dewey’s views regarding development as the purpose of education failed to acknowledge that, in his view, “the trajectory of individual growth is defined in terms of participation in the forward movement of social change” (ibid). Dewey’s notion here is that there are “more distant ends to development, and these are the cultural values which represent social ideals” (ibid). The work for social change requires instilling these cultural ideals so that society can progress to uphold the principles enshrined in the 1945 Charter of the United Nations “to unite our strength to maintain international peace and security.” The emphasis here is that the unity of the people is required do this work and, while the focus in the first part of the Convention’s Article 29 is necessary in promoting the development of the individual to his or her full potential, more is required to ensure lasting global peace.
“I have rights that I share with all children!”
The discourse, then, regarding the purpose of education has to be expanded beyond the development of the individual and towards an education that enables individuals to collaborate together towards realizing the vision of global peace. Article 29 of the Convention states that education shall develop the child’s respect for human rights and fundamental freedoms. Children can only develop this respect if they, themselves, are recognized and treated as owners of rights. When the Convention is adopted as the overarching framework to advise for the purpose of education, its democratic values of liberty, equality, and dignity (Ober, 2012) automatically qualify the status of the child as a rights bearing citizen. Because States Parties are legally bound to actively disseminate the principles and provisions of the Convention to adults and children (Article 42) without discrimination of any kind, (Article 2) children enjoy the principle of universality of rights as they discover that they are entitled to fundamental rights and freedoms. The active fulfilment of these legal obligations expands the purpose of education beyond the development of the child to encompass education about human rights, inclusive of the “provision of comprehensive information about the rights afforded to the individual as well as about the values that underpin rights, and the mechanisms for their protection” (Covell, 2013).
The concept of respect is further expanded to include the role of education in developing the child’s respect for his or her parents, cultural identity, language and values, along with developing respect for civilizations other than one’s own (Article 29). Children, according to Dewey, “have the potential for many different ends – some more desirable than others, and the course is determined by the quality of experiences to which they are exposed” (Schecter, 2011). A rights respecting educational experience, in which children are educated according to the principles of universality, indivisibility, interdependence enshrined in the Convention, perpetuates respect for human dignity and fundamental rights and freedoms, fulfils some of the moral obligations signatory governments have as signatories to the Convention, and further advances the necessary work of education to “establish lasting peace” (Montessori, 1949).
The discourse, then, regarding the purpose of education has to be expanded beyond the development of the individual and towards an education that enables individuals to collaborate together towards realizing the vision of global peace. Article 29 of the Convention states that education shall develop the child’s respect for human rights and fundamental freedoms. Children can only develop this respect if they, themselves, are recognized and treated as owners of rights. When the Convention is adopted as the overarching framework to advise for the purpose of education, its democratic values of liberty, equality, and dignity (Ober, 2012) automatically qualify the status of the child as a rights bearing citizen. Because States Parties are legally bound to actively disseminate the principles and provisions of the Convention to adults and children (Article 42) without discrimination of any kind, (Article 2) children enjoy the principle of universality of rights as they discover that they are entitled to fundamental rights and freedoms. The active fulfilment of these legal obligations expands the purpose of education beyond the development of the child to encompass education about human rights, inclusive of the “provision of comprehensive information about the rights afforded to the individual as well as about the values that underpin rights, and the mechanisms for their protection” (Covell, 2013).
The concept of respect is further expanded to include the role of education in developing the child’s respect for his or her parents, cultural identity, language and values, along with developing respect for civilizations other than one’s own (Article 29). Children, according to Dewey, “have the potential for many different ends – some more desirable than others, and the course is determined by the quality of experiences to which they are exposed” (Schecter, 2011). A rights respecting educational experience, in which children are educated according to the principles of universality, indivisibility, interdependence enshrined in the Convention, perpetuates respect for human dignity and fundamental rights and freedoms, fulfils some of the moral obligations signatory governments have as signatories to the Convention, and further advances the necessary work of education to “establish lasting peace” (Montessori, 1949).
“Dignity empowers me to share these rights with all children!”
Once children learn that the rights in the Convention are universal to all children, they need to appreciate the principle of indivisibility of rights. This involves understanding that the rights in the Convention are inherent to the dignity of every child, and each right has equal status. When the Convention becomes the framework for determining the purpose of education, children learn that respect for all of the rights contained within the Convention is required for their full enjoyment. In expanding the concept of human dignity beyond the intuitive and elusive sense of self-respect and esteem for others, human dignity positions people at the centre of a government of the people, because it is the determining factor that empowers them to participate in the democratic decision-making process. When human rights are respected, individuals are empowered to be self-determining; this is what binds dignity to democracy (Dupre, 2013). Therefore, respect for human rights dignifies a person, which then enables the fullest manifestation of liberty and equality (Ober, 2012). The Convention charges education to prepare the child for a “responsible life in a free society” (Article 29). It does not suffice to just teach children about their rights so that they can respect the rights of others; instead, the Convention requires that education “educate for human rights” (Covell, 2013), which requires education to increase social awareness to inspire action for social fairness (ibid). Children can only become communally conscious if they are treated as dignified, rights bearing citizens. In other words, if the purpose of education is to authorize the child to act responsibly to promote freedom and equality as they seek to guarantee peace and security in the world, then the overarching institutional design of education must ensure that the Convention’s rights are protected for every child so that they can enjoy participating as dignified persons placed at the centre of control (Dupre, 2013). The Rights, Respect and Responsibility Initiative (RRR) conducted in Hampshire County, England (2004 – 2013) demonstrated that the implementation of an effective human rights education that is referenced to the Convention promotes and sustains respectful attitudes and responsible behaviours to uphold human rights and fundamental freedoms (Covell, 2013). Westheimer and Kahne expand the notion of what constitutes socially responsible behaviours, and identified three types of citizens who all embody this virtue. The “personally responsible” and “participatory citizen,” have good character, attitudes and behaviours that contribute to an ability to solve social problems and actively participate to improve society by taking leadership positions within established systems and community structures (Westheimer, Kahne, 2004). However, they “embrace a vision of citizenship devoid of politics” (ibid). A free society that adheres to democratic ideals of liberty, equality, and dignity requires that its “justice- oriented citizens” assume the responsibility to inquire and amend pre-existing systems and structures that replicate patterns of injustice over time (ibid). If we require of children to act responsibly to uphold the democratic values of liberty and equality as they act to realize the Convention’s rights of all children, then, along with providing children with knowledge of their rights, education has to also provide children with authentic opportunities to participate democratically in the community so that they can achieve the larger societal objective of securing world peace.
Once children learn that the rights in the Convention are universal to all children, they need to appreciate the principle of indivisibility of rights. This involves understanding that the rights in the Convention are inherent to the dignity of every child, and each right has equal status. When the Convention becomes the framework for determining the purpose of education, children learn that respect for all of the rights contained within the Convention is required for their full enjoyment. In expanding the concept of human dignity beyond the intuitive and elusive sense of self-respect and esteem for others, human dignity positions people at the centre of a government of the people, because it is the determining factor that empowers them to participate in the democratic decision-making process. When human rights are respected, individuals are empowered to be self-determining; this is what binds dignity to democracy (Dupre, 2013). Therefore, respect for human rights dignifies a person, which then enables the fullest manifestation of liberty and equality (Ober, 2012). The Convention charges education to prepare the child for a “responsible life in a free society” (Article 29). It does not suffice to just teach children about their rights so that they can respect the rights of others; instead, the Convention requires that education “educate for human rights” (Covell, 2013), which requires education to increase social awareness to inspire action for social fairness (ibid). Children can only become communally conscious if they are treated as dignified, rights bearing citizens. In other words, if the purpose of education is to authorize the child to act responsibly to promote freedom and equality as they seek to guarantee peace and security in the world, then the overarching institutional design of education must ensure that the Convention’s rights are protected for every child so that they can enjoy participating as dignified persons placed at the centre of control (Dupre, 2013). The Rights, Respect and Responsibility Initiative (RRR) conducted in Hampshire County, England (2004 – 2013) demonstrated that the implementation of an effective human rights education that is referenced to the Convention promotes and sustains respectful attitudes and responsible behaviours to uphold human rights and fundamental freedoms (Covell, 2013). Westheimer and Kahne expand the notion of what constitutes socially responsible behaviours, and identified three types of citizens who all embody this virtue. The “personally responsible” and “participatory citizen,” have good character, attitudes and behaviours that contribute to an ability to solve social problems and actively participate to improve society by taking leadership positions within established systems and community structures (Westheimer, Kahne, 2004). However, they “embrace a vision of citizenship devoid of politics” (ibid). A free society that adheres to democratic ideals of liberty, equality, and dignity requires that its “justice- oriented citizens” assume the responsibility to inquire and amend pre-existing systems and structures that replicate patterns of injustice over time (ibid). If we require of children to act responsibly to uphold the democratic values of liberty and equality as they act to realize the Convention’s rights of all children, then, along with providing children with knowledge of their rights, education has to also provide children with authentic opportunities to participate democratically in the community so that they can achieve the larger societal objective of securing world peace.
“This is how we stand together”
A commitment to advance a free democratic society depends, first, on education securing non-discrimination principles where all children have the right to be included “irrespective of the child’s, or his or her parent’s or legal guardian’s race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status” (Article 2). Furthermore, the Convention’s principles and provisions have to be realized for every child so that the social injustices that threaten liberty, equality, and human dignity can be identified. According to Dewey, it is the human responsibility to advance society, and this requires defining the purpose of education to foster participation in a democratic society (Schecter, 2011). An education system that is democratic includes all children without discrimination. It also respects their rights to participate as rights bearing citizens in their community to uphold social justice. The Convention defines the rights of children to express an opinion in all matters concerning them (Article 12). They have the right to freedom of information (Article 13), and the right to “freedom of thought, conscience, and religion” (Article 14). Finally, children also have the right to associate freely and peacefully with others (Article 15). The fulfilment of these democratic participation rights for each child is the legal obligation of signatories to the Convention, and ensures the child the freedom to act responsibly as a free citizen to uphold all the rights outlined in the Convention. The principle of interdependence, where each right within the Convention contributes to the realization of a child’s dignity, requires that all these rights be respected for every child according to the proclamation in the 1945 Charter of the United Nations.
But, the ability to identify injustice is not purely connected to an inclination to take action (Ober, 2012). Education needs to equip children with the “critical literacy skills necessary for participatory democratic citizenship” (Hyslop-Margison & Pinto, 2007). It should also serve to develop critical literacy skills in children to “prepare them to become political agents of democratic change” (ibid) so that they can question the root causes of social injustice. In doing so, they uphold the principles enshrined in the 1945 Charter of the United Nations by uniting together to “maintain international peace and security.”
Convention Articles that Outline the Purpose of Education:
“Enabling children to express themselves and have their views heard and respected in their homes, schools and communities from an early age will enhance their sense of belonging and their readiness to take on responsibility. The Convention on the Rights of the Child was created to protect [children], and our world, by recognizing that today’s children are tomorrow’s leaders. All of us must strive, in our personal, professional and public lives, to include children in shaping the future they are inheriting.” (Thomas Hammarberg, Council of Europe’s Commissioner for Human Rights) |
Article 2
1. States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status. 2. States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members. Article 12 1. States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. 2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law. Article 13 1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice. 2. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order (ordre public), or of public health or morals. Article 14 1. States Parties shall respect the right of the child to freedom of thought, conscience and religion. 2. States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child. 3. Freedom to manifest one's religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others. Article 15 1. States Parties recognize the rights of the child to freedom of association and to freedom of peaceful assembly. 2. No restrictions may be placed on the exercise of these rights other than those imposed in conformity with the law and which are necessary in a democratic society in the interests of national security or public safety, public order (ordre public), the protection of public health or morals or the protection of the rights and freedoms of others. Article 29 1. States Parties agree that the education of the child shall be directed to: (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential; (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; (c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; (e) The development of respect for the natural environment. 2. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State. Article 42 States Parties undertake to make the principles and provisions of the Convention widely known, by appropriate and active means, to adults and children alike. |