<abstract xmlns="http://www.w3.org/1999/xhtml"><p> 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</p></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

Toward an affective pedagogy of human rights education

Ph.D., Professor National Chiayi University Teachers College Department of Education 85 Wenlong Mingshong, Chiayi 60004 Taiwan

Journal of Pedagogy

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.

{"article-title":"Toward an affective pedagogy of human rights education"}

This paper explores the notion of Affective Pedagogy of Human Rights Education (APHRE) on a theoretical level and suggests a concept of curricular framework....

Toward an affective pedagogy of human rights education

Publié en ligne: 10 juil. 2014

Pages: 48 - 64

DOI: https://doi.org/10.2478/jped-2014-0003

Mots clés
human rights education, affective pedagogy, affective pedagogy of human rights education (APHRE), Beardsley, Merleau-Ponty, Rorty

© 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.

Toward an affective pedagogy of human rights education

Publié en ligne: 10 juil. 2014

Pages: 48 - 64

DOI: https://doi.org/10.2478/jped-2014-0003

Mots cléshuman rights education, affective pedagogy, affective pedagogy of human rights education (APHRE), Beardsley, Merleau-Ponty, Rorty

© 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.

Mots clés
human rights education, affective pedagogy, affective pedagogy of human rights education (APHRE), Beardsley, Merleau-Ponty, Rorty