Education and Human Rights a.y. 2025-2026 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Prof.Stephane Bauzon
E-mail: bauzon@uniroma2.it

CFU: 6
Course code: 804002937
Bachelor Degrees: Scienze dell’educazione e della formazione
Language: Italian

Course delivery modalities: presence/online learning
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
None

Program:
The course aims to provide the skills and knowledge necessary for the use of theoretical and methodological foundations in defining education and human rights, with particular reference to defining a research problem, formulating a hypothesis, identifying the main data collection tools, critically reviewing hypotheses, as well as selecting coherent paths for research problem solution. It also provides students with the necessary tools to formulate research projects in the field of civic education that meet the educational needs of a given context and to form judgments on legal situations in the educational field.

Program:

The course aims to provide the skills and knowledge necessary for the use of theoretical and methodological foundations in defining education and human rights, with particular reference to defining a research problem, formulating a hypothesis, identifying the main data collection tools, critically reviewing hypotheses, as well as selecting coherent paths for research problem solution. It also provides students with the necessary tools to formulate research projects in the field of civic education that meet the educational needs of a given context and to form judgments on legal situations in the educational field.

Text books:
Redi S. Di Pol, Education and Human Rights, Marcovalerio, 2004

Bibliography:
Italian Constitution The Universal Declaration of Human Rights (UDHR), adopted by the United Nations General Assembly in 1948

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The course aims to present a reflection to show how Education and Human Rights are inextricably linked, each reinforcing the other. Ensuring access to quality education for all is essential for the realization of human rights and the achievement of social justice and equity. By promoting human rights education, addressing disparities in access to education, and leveraging technology, we can create a more just and equitable society where every individual has the opportunity to reach their full potential. As we continue to navigate global challenges, the commitment to education as a fundamental human right must remain steadfast, guiding our efforts to build a better world for future generation. The Universal Declaration of Human Rights (UDHR), adopted by the United Nations General Assembly in 1948, underscores the importance of education as a universal human right. Article 26 of the UDHR states that everyone has the right to education, aiming at the full development of human personality and the strengthening of respect for human rights and fundamental freedoms. This provision highlights the intrinsic value of education in promoting individual growth and societal progress. Education as a human right means it should be accessible to everyone, regardless of their background, economic status, or geographic location. It should aim at fostering understanding, tolerance, and friendship among all nations, racial or religious groups, KNOWLEDGE AND UNDERSTANDING ABILITY: Ability to understand fundamental legal and civic language and relate it to moral, sociological, and pedagogical challenges. APPLICATION OF KNOWLEDGE AND UNDERSTANDING CAPACITY: Discussion and personal work JUDGMENT AUTONOMY: Concrete cases to illustrate the philosophical points of education and human rights, and how to teach them. COMMUNICATION SKILLS: Ability to understand living together. LEARNING ABILITY: Ability to apply theoretical concepts to design education interventions about human rights.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES:
The course aims to present a reflection to show how Education and Human Rights are inextricably linked, each reinforcing the other. Ensuring access to quality education for all is essential for the realization of human rights and the achievement of social justice and equity. By promoting human rights education, addressing disparities in access to education, and leveraging technology, we can create a more just and equitable society where every individual has the opportunity to reach their full potential. As we continue to navigate global challenges, the commitment to education as a fundamental human right must remain steadfast, guiding our efforts to build a better world for future generation. The Universal Declaration of Human Rights (UDHR), adopted by the United Nations General Assembly in 1948, underscores the importance of education as a universal human right. Article 26 of the UDHR states that everyone has the right to education, aiming at the full development of human personality and the strengthening of respect for human rights and fundamental freedoms. This provision highlights the intrinsic value of education in promoting individual growth and societal progress. Education as a human right means it should be accessible to everyone, regardless of their background, economic status, or geographic location. It should aim at fostering understanding, tolerance, and friendship among all nations, racial or religious groups,
KNOWLEDGE AND UNDERSTANDING ABILITY:
Ability to understand fundamental legal and civic language and relate it to moral, sociological, and pedagogical challenges.
APPLICATION OF KNOWLEDGE AND UNDERSTANDING CAPACITY:
Discussion and personal work
JUDGMENT AUTONOMY:
Concrete cases to illustrate the philosophical points of education and human rights, and how to teach them.
COMMUNICATION SKILLS:
Ability to understand living together.
LEARNING ABILITY:
Ability to apply theoretical concepts to design education interventions about human rights.

Methods and criteria for verifying the learning:
Assessment takes place through an oral exam. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

Assessment takes place through an oral exam.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills
with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with
appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent
skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
The course, delivered in a blended mode, includes both in-presence lectures and distance learning activities. In-presence lectures (2h) will be balanced by plenary discussions on specific topics, in-progress exercises and assessment activities. The distance learning activities include video lectures, self-regulated learning activities, exercises, case studies and web seminars. Attendance is not compulsory, but strongly recommended.

Attendance modalities:

The course, delivered in a blended mode, includes both in-presence lectures and distance learning activities. In-presence lectures (2h) will be balanced by plenary discussions on specific topics, in-progress exercises and assessment activities. The distance learning activities include video lectures, self-regulated learning activities, exercises, case studies and web seminars.
Attendance is not compulsory, but strongly recommended.