Dear friends and colleagues, I have been reading carefully all the strategies suggested in order to introduce HRE into the primary and secondary educational system. It is interesting to note that many members provide recommendations, but are addressing also the problems and obstacles that HRE is facing. It seems to me that by pointing out the conflicts and contradictions of HRE in a system that is very much cognitive and production oriented we are on a good track. I have to recognize also that we are moving from the very rationalistic approach to the more emotional one. In my opinion this is a symptom of maturity. Let me only express my disagreement with what my good friend Frans Limpens has said, "Human rights education, I think, should start with the most important challenge: to support the creation of a new civic human rights culture. HRE should not focus on talking about human rights (in first grades of primary school even the concept of "human rights" needn't be used in the class room), but create the conditions of a real human rights culture, a human rights praxis, starting at school. HRE is not about naming but living human rights." I disagree very much with this statement. Names and language create reality. Behind the word HUMAN RIGHTS there is a history of struggles, of suffering, of memory, of hope. With love Abraham Abraham Magendzo Chile ======== Global Human Rights Education listserv ======== Send mail intended for the list to <email@example.com>. Archives of the list can be found at: http://www.hrea.org/lists/hr-education/markup/maillist.php If you have problems (un)subscribing, contact <firstname.lastname@example.org>. **You are welcome to reprint, copy, archive, quote or re-post this item, but please retain the original and listserv source.
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