At the end of the Second World War the people of the United Nations committed to take collective measures to effectively prevent and remove all threats to peace and, in doing so, save succeeding generations from the menace of war (Charter, 1945). To accomplish this, United Nations officials and committees set out to “establish conditions under which justice and respect for the obligations arising from treaties and other sources of international law can be maintained” (ibid), and in doing so, “promote social progress and better standards of life in larger freedom” (ibid).
However, global violence still prevails where the fundamental rights and human dignity are continuously compromised in the “pursuit of power or material wealth” (Dalai Lama, as quoted in Cavoukian & Olfman, 2006). As such, the objective of securing world peace has been, and continues to be illusive. In the continued pursuit of creating long-lasting peace, social reformers have turned to the work of education. Visionaries such as Maria Montessori claimed that, “establishing peace is the work of education” (Montessori, 1949). In a speech before the European Congress for Peace in Brussels (1936) she further declared the role of “education as the armament of peace” (Standing, 1957), and claimed that the dilemma of world peace can never be satisfactorily resolved until we commence with the child by acknowledging their contribution to the formation of society (ibid). Arun Gandhi, the grandson of the legendary spiritual leader, Mahatma Gandhi, supported this objective of education by stating that education should “help create not only a balanced and harmonious individual but also a balanced and harmonious society where true justice prevails, where everybody is assured the right to live and the right to freedom” (Global Villages Resources, n.d.). Recently, the Dalai Lama also proposed directing our attention to our children, the world’s future. Through care and a sound education that instils positive values, children can ensure a more “harmonious, peaceful and productive future for us all” (Cavoukian & Olfman, 2006). This vision of a harmonious world that embodies a people’s image of a peaceful future (Charter, 1945; Miller, as quoted in Cavoukian & Olfman, 2006) requires that we partner up with young people to establish a “foundation of freedom, justice and peace in the world” (Convention, 1989).
In an increasingly globalized and interdependent world, it is important to ensure that the next generation is well versed in critical topics such as sustainable development, human rights and dignity, social justice, and peace. Education offers a viable platform for intentional engagement in an effort to promote sensitive communication and collaboration to secure a more politically stable world that offers opportunities for the optimal development of each child and their contribution to the positive shaping of our world.
A paradigm-shifting proposal to reform the current education system is offered to establish a global foundation of freedom, justice, and peace as proclaimed by the United Nations Charter in 1945. This is accomplished through the alignment of education with the principles of universality, indivisibility, and interdependence enshrined in the UN Convention on the Rights of the Child. By doing this, the purpose of education is then determined to enable the full development of critically literate rights bearing citizens who, together, are empowered to uphold human rights and question the root causes of social injustice. This can only be accomplished when education systems are reformed to acknowledge and act upon the Convention’s ‘best interest’ principle, which recognizes the inherent worth of each child.
The transition from the current linear, ends-driven system of education that is seeped in the economic and political agenda of a capitalistic society to a rights respecting democratic system is not simple or instantaneous. It entails a humongous effort of international, national, regional, and local stakeholders to consort with communities all around the world. Together, they need to review, adapt, and align current educational policies, curriculum, and pedagogy with the Convention’s principles and provisions, and commit to an incremental fulfilment of its legal and moral obligations for every child within their jurisdiction. In doing so, children can then be empowered with knowledge of their rights, the values that underpin these rights, and the behaviours required for their protection. It necessitates that adults trust children to shape a future that recognizes the inherent dignity and the equal and inalienable rights of all member of the human family. It further requires adults listen attentively to, and act upon the voices of children, and equip them with the tools they need to construct and establish lasting world peace.
Essentially, Children’s Rights Education is more concerned with what we do in this world than what the world is (Block, p. 16). As such, much of the academic curriculum already taught in grade school can be contextualized within and informed by the Convention through a careful implementation of Children’s Rights Education. In doing so, educators can take part in fulfilling the legal and moral obligations outlined in the Convention with the hope of achieving world peace. This is the ultimate rationale for Children’s Rights Education.
Lesley Friedmann
Founder of Children's Rights Education
lesley@childrensrightseducation.com
However, global violence still prevails where the fundamental rights and human dignity are continuously compromised in the “pursuit of power or material wealth” (Dalai Lama, as quoted in Cavoukian & Olfman, 2006). As such, the objective of securing world peace has been, and continues to be illusive. In the continued pursuit of creating long-lasting peace, social reformers have turned to the work of education. Visionaries such as Maria Montessori claimed that, “establishing peace is the work of education” (Montessori, 1949). In a speech before the European Congress for Peace in Brussels (1936) she further declared the role of “education as the armament of peace” (Standing, 1957), and claimed that the dilemma of world peace can never be satisfactorily resolved until we commence with the child by acknowledging their contribution to the formation of society (ibid). Arun Gandhi, the grandson of the legendary spiritual leader, Mahatma Gandhi, supported this objective of education by stating that education should “help create not only a balanced and harmonious individual but also a balanced and harmonious society where true justice prevails, where everybody is assured the right to live and the right to freedom” (Global Villages Resources, n.d.). Recently, the Dalai Lama also proposed directing our attention to our children, the world’s future. Through care and a sound education that instils positive values, children can ensure a more “harmonious, peaceful and productive future for us all” (Cavoukian & Olfman, 2006). This vision of a harmonious world that embodies a people’s image of a peaceful future (Charter, 1945; Miller, as quoted in Cavoukian & Olfman, 2006) requires that we partner up with young people to establish a “foundation of freedom, justice and peace in the world” (Convention, 1989).
In an increasingly globalized and interdependent world, it is important to ensure that the next generation is well versed in critical topics such as sustainable development, human rights and dignity, social justice, and peace. Education offers a viable platform for intentional engagement in an effort to promote sensitive communication and collaboration to secure a more politically stable world that offers opportunities for the optimal development of each child and their contribution to the positive shaping of our world.
A paradigm-shifting proposal to reform the current education system is offered to establish a global foundation of freedom, justice, and peace as proclaimed by the United Nations Charter in 1945. This is accomplished through the alignment of education with the principles of universality, indivisibility, and interdependence enshrined in the UN Convention on the Rights of the Child. By doing this, the purpose of education is then determined to enable the full development of critically literate rights bearing citizens who, together, are empowered to uphold human rights and question the root causes of social injustice. This can only be accomplished when education systems are reformed to acknowledge and act upon the Convention’s ‘best interest’ principle, which recognizes the inherent worth of each child.
The transition from the current linear, ends-driven system of education that is seeped in the economic and political agenda of a capitalistic society to a rights respecting democratic system is not simple or instantaneous. It entails a humongous effort of international, national, regional, and local stakeholders to consort with communities all around the world. Together, they need to review, adapt, and align current educational policies, curriculum, and pedagogy with the Convention’s principles and provisions, and commit to an incremental fulfilment of its legal and moral obligations for every child within their jurisdiction. In doing so, children can then be empowered with knowledge of their rights, the values that underpin these rights, and the behaviours required for their protection. It necessitates that adults trust children to shape a future that recognizes the inherent dignity and the equal and inalienable rights of all member of the human family. It further requires adults listen attentively to, and act upon the voices of children, and equip them with the tools they need to construct and establish lasting world peace.
Essentially, Children’s Rights Education is more concerned with what we do in this world than what the world is (Block, p. 16). As such, much of the academic curriculum already taught in grade school can be contextualized within and informed by the Convention through a careful implementation of Children’s Rights Education. In doing so, educators can take part in fulfilling the legal and moral obligations outlined in the Convention with the hope of achieving world peace. This is the ultimate rationale for Children’s Rights Education.
Lesley Friedmann
Founder of Children's Rights Education
lesley@childrensrightseducation.com
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"Many social, moral, and political messages are transmitted through what is taught, how teachers behave, and how the school is organized." (Howe & Covell, 2005) |