인권 교육의 통합적 접근에 대한 이론적 연구 = A Integrated Approach to Human Rights Education

다국어 초록 (Multilingual Abstract)

This article first reveals the limitations of cognitive-developmental programs in human rights education that is based on cognitive and intellectualist presuppositions. And then it aims to inquire into framework of human rights education(HRE). So far many cognitive-developmental programs proposed that HRE must improve knowledge of human rights and develop critical thinking about human rights problems. But the individual critical thinking is not straightly linked to actions for advocating human rights in actual contexts, and knowledge of human rights separated from reality does not directly indicate actions for advocating human rights. Considering this facts, HRE must focus on cultivating disposition action for advocating human rights rather than cognitive ability. HRE based on action-disposition consists of five processes: (1)awareness of human rights problems, (2)experience of human rights, (3)discussion on human rights problems, (4)practice of action for advocating human rights, (5)evaluation of action for advocating human rights. Human rights cducation based on action-disposition has an advantage in connecting individual reflective thinking with practice of actions for advocating human rights.