methodology of human rights education.ppt

8/13/2019 Methodology of Human Rights Education.ppt

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Methodologyof

HumanRightsEducation


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LewinsField Theory

- If a person is to be understood,

he must be seen in the light of

how he views the world

(subjective reality), not merely in

terms of how the world really is(objective reality)


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Tension System

A person is said to be in a state of tensionwithin himself if an unsatisfied need or an

unfulfilled intention exists.


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Valence

-the quality in an object that makes the

object of special interest to the individual


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Group Dynamics

- the interaction of the forces or energies of the

environment, called process elements, at any given

point of time, which actively influence the individual,

the group, and the situation.


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Who can be a facilitator?

Group-centered Leadership

-requires that the leader, fully

understand the learners

subjective reality as she relatesto the objective reality.


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Distinctive functions of the Group Facilitator

-Active Listening

-Reflecting Back

-Clarifying

-Linking

-Conveying Acceptance

-Achieving Humanness


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ANDRAGOGY: HOW ADULTS LEARN

ProcessingExperiencing

Generalizing

Applying


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Deductive Method v. Inductive Method

Banking Method

According to Paulo Freire, in this system the students are

treated as empty vessels into which knowledge can be

deposited (like deposits in a bank) by the teacher.


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Steps in the Deductive Method

1. Preparation

2. Presentation

3. Clarification

4. Application

5. Recapitulation


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Problem Solving Method

According to Freire, it is an approach to education where

teacher and student approach a problem together. Student-teacher and teacher-students work together to solve the

problem.


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Steps in the Inductive Method

1. Setting the climate

2. Determining the learning objective

3. Doing

4. Looking, Observing,

5. Thinking, Analyzing, Reflecting

6. Generalizing, Looking for Insights

7. Acting


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ExperiencingIntegration

Data

Gathering

Analysis

Back

Home

Application

OrientationInstruction

Synthesis

Generalizing

THE EXPERIENTIAL LEARNING CYCLE


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Step 1: Orientation

The facilitator sets the mood with encouraging words

and eases the participants into the activity


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Step 2: Instructions

The facilitator prepares the instructions and sees to

it that they are clearly heard, understood, and

carried out by the participants.


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Step 3: Experiencing

Almost any activity that involves either self-

assessment or interpersonal interaction can be used

as the doing or experiencing part of experiential

learning.


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Step 4: Data Gathering, Data Analysis

The first part of processing the experience is data

gathering. People have experienced an activity and

now they are presumably ready to share what they

saw and how they felt during the event.

The next step is data analysis, the systematic

examination of commonly shared experiences.


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Step 5: Synthesis and Generalizing

The results of the data analysis are synthesized or

put together so that generalizations can be made

about the relevance of the activity to everyday life of

the individual outside the training session.


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Step 6: Integration

The final stage of the experiential learning cycle is

the purpose for which the whole structured

experience is designed.


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Step 7: Closing Remarks

Brief remarks, as opposed to long lectures, give a

sense of ending to the structured learning

experience.


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Principles of Adult Learning

1. Learn ing is an exper ience wh ich occurs ins ide the

learner and is activ ated by th e learner.

The process of learning is primarily controlled by the learner

and not by the facilitator (group leader). Changes in perception

and behavior are mere products of human meaning and

perceiving rather than any forces exerted upon the individual.Learning is not only a function of what a facilitator does to or says

to or provides for a learner. More significantly, learning has to do

with something which happens in the unique world of the learner.

It flourishes in a situation in which teaching is seen as a facilitating

process that assists people to explore and discover the personalmeaning of events for them.


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2. Learning is th e discovery of the person al meaning andrelevanc e of ideas.

People more readily internalize and implement concepts and

ideas which are relevant to their needs and problems. Learning is

a process which requires the exploration of ideas in relation to selfand community so that people can determine what their needs

are, what goals they would like to formulate, what issues they

would like to discuss, and what content they would like to learn.

Within broad programmatic boundaries, what is relevant and

meaningful is decided by the learner(s), and must be discovered

by the learner.


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3. Learning (behavio ral change) is a consequence of

experience.

People become responsible when they have really

assumed responsibility; they become independent when

they have experienced independent behavior; they

become able when they experienced success; they beginto feel important when they are important to somebody;

they feel liked when someone likes them.


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4. Learning is a cooperat ive and c ol laborat ive proc ess.

Two heads are better than one. People enjoy functioning

independently but they also enjoy functioning interdependently.The interactive process appears to scratch and nick peoples

curiosity, potential and creativity.


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5. Learn ing is an evolut ionary p rocess.

Behavioral changes require time and patience. Learning is not a

revolutionary process. When quick changes in behavior are

demanded, we often resort to highly structured procedures

through which we attempt to impose learning. Whether such

learning is lasting and meaningful to the learner is doubtful.


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7. One of the r ichest resources for learning is the learner

h imsel f .

In a day and age when so much emphasis is being placed upon

instructional media, books, and speakers as resources forlearning, we tend to overlook perhaps the richest source of all -

the learner himself. Each individual has an accumulation of

experiences, ideas, feelings and attitudes which comprise a rich

vein of material for problem solving and learning.


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8. The process o f learning is bo th emo tional as wel l as

intel lectual.

Learning is affected by the total state of the individual. People arefeeling beings as well as thinking beings and when their feelings

and thoughts are in harmony, learning is maximized. To create the

optimal conditions in a group for learning to occur,people must

come before purpose.


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9. The process of problem solv ing and learn ing are highlyunique and indiv idual.

Each person has his own unique style of learning and solving

problems. Some personal styles of learning and problem solving

are highly effective, other styles are not as effective, and stillothers may be ineffective.


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Structu red learning experience (SLE)

- means experiential, supervised, in-depthlearning experiences

- designed as rigorous activities that are integrated

into the curriculum or training program


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http://www.vegetableipmasia.org/docs/Field%20Guide/Resource%

20Material.pdf

Group Process and the Inductive Method, Carmela D. Ortigas,1999

Pedagogy of the Oppressed, Paulo Freire, 1970


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Thank you

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