Human Rights and Religious Education: Toward a Recovery of Humanism in Pedagogy

Hanan Alexander

Human Rights and Religious Education: Toward a Recovery of Humanism in Pedagogy

Hanan Alexander

Department of Learning and Instructional Sciences

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

In the final chapter (21), Hanan Alexander argues for a recovery of humanism in pedagogy that is grounded in the fundamental fact that human experience is inherently diverse. He concludes that genuine humanism in pedagogy lies in acknowledging that ‘human rights should not be imposed by those who claim to possess them or by those seeking to act in their behalf. Rather, rights ought to be received by those committed to caring for others out of a profound sense of responsibility.

Original language	English
Title of host publication	Values, Human Rights and Religious Education
Editors	Jeff Astley, Leslie J. Francis, David W. Lankshear
Place of Publication	New York
Publisher	Peter Lang AG
Chapter	21
Pages	325-350
Number of pages	26
ISBN (Electronic)	9781788745260, 9781788745277, 9781788745284
ISBN (Print)	9781788745253
State	Published - Dec 2018

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 16 Peace, Justice and Strong Institutions

Cite this

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title = "Human Rights and Religious Education: Toward a Recovery of Humanism in Pedagogy",

abstract = "In the final chapter (21), Hanan Alexander argues for a recovery of humanism in pedagogy that is grounded in the fundamental fact that human experience is inherently diverse. He concludes that genuine humanism in pedagogy lies in acknowledging that {\textquoteleft}human rights should not be imposed by those who claim to possess them or by those seeking to act in their behalf. Rather, rights ought to be received by those committed to caring for others out of a profound sense of responsibility.",

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TY - CHAP

T1 - Human Rights and Religious Education

T2 - Toward a Recovery of Humanism in Pedagogy

AU - Alexander, Hanan

PY - 2018/12

Y1 - 2018/12

N2 - In the final chapter (21), Hanan Alexander argues for a recovery of humanism in pedagogy that is grounded in the fundamental fact that human experience is inherently diverse. He concludes that genuine humanism in pedagogy lies in acknowledging that ‘human rights should not be imposed by those who claim to possess them or by those seeking to act in their behalf. Rather, rights ought to be received by those committed to caring for others out of a profound sense of responsibility.

AB - In the final chapter (21), Hanan Alexander argues for a recovery of humanism in pedagogy that is grounded in the fundamental fact that human experience is inherently diverse. He concludes that genuine humanism in pedagogy lies in acknowledging that ‘human rights should not be imposed by those who claim to possess them or by those seeking to act in their behalf. Rather, rights ought to be received by those committed to caring for others out of a profound sense of responsibility.

UR - https://www.peterlang.com/document/1057203

M3 - Chapter

SN - 9781788745253

SP - 325

EP - 350

BT - Values, Human Rights and Religious Education

A2 - Astley, Jeff

A2 - J. Francis, Leslie

A2 - W. Lankshear, David

PB - Peter Lang AG

CY - New York

ER -

Human Rights and Religious Education: Toward a Recovery of Humanism in Pedagogy

Abstract

UN SDGs

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