Lecture + Workshops: Sustainability, Human Rights, Cultural - - PowerPoint PPT Presentation

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UNIVERSITY COLLEGE

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Lecture + Workshops: Sustainability, Human Rights, Cultural understandings (and Active Citizenship) Group work: Make an outline for a digital learning material

Denmark Frank Jensen and Gabriella Dahm

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Schedule for today (FRJE and ANED)

 9:00: Introduction (Frank)  09:10 Sustainability (Frank)  10:00: Coffee break  10:45: Sustainability as Social Equality: Human Rights and Culture (a social/social

economical perspective) (Gabriella)

 12:00: Back to basics (Frank)  12.30: Lunch  13.30: Introduction to workshop: Make an outline for a digital learning material

(workshop, Frank)

 15.15: Presentations  16.00: Coffee break  16.30: Evaluation and report of today’s lectures and workshop (conducted by

Danish students)

 17.30: Cultural expression: Latvia  18:30: Supper

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Sustainability as Social equality Human Rights: Culture and active citizenship as perspectives

 Social Justice  Diversity  Human Rights  Community Outreach  Labour Relations  Job Creation  Skills Enhancement  Local Economic Impact  Business Ethics

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Human Rights

 The Universal Declaration of Human Rights (1948):  Article 1: All human beings are born free and equal in dignity and rights.

They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

 Article 2: Everyone is entitled to all the rights and freedoms set forth in

this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made

• n the basis of the political, jurisdictional or international status of the

country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

 Article 3: Everyone has the right to life, liberty and security of person.

(30 articles in all)

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 The Declaration of Independence 1776 (US Declaration):

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed. (part of it)

 Bill of Rights 1791:  Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech,

• r of the press; or the right of the people peaceably to assemble, and to

petition the Government for a redress of grievances. (27 amendments in all)

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 Declaration of the Rights of Man and of Citizen (1789)

(Déclaration des Droits de l'Homme et du Citoyen; 17 artikler)

 Article I:

Men are born and remain free and equal in rights. Social distinctions can be founded only on the common utility.

 Article II:

The goal of any political association is the conservation of the natural and imprescriptibly [i.e., inviolable] rights of man. These rights are liberty, property, safety and resistance against oppression.

 Article III:

The principle of any sovereignty resides essentially in the Nation. No body, no individual can exert authority, which does not emanate expressly from it.

(17 articles in all) (Source: https://sites.google.com/site/humanrightsevolution/home)

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Immanuel Kant (1724-1804)

 “Enlightenment is man’s emergence from his self-incurred immaturity.”  “Have the courage to use your own reason!”  "Act only in accordance with that maxim through which you can at the

same time will that it become a universal law.“

 “Act in such a way that you treat humanity, whether in your own person

• r in the person of any other, never merely as a means to an end, but

always at the same time as an end.”

 You cannot moralize and transfer the “right” values

and attitudes to the students.

 You can only try to learn the students to think for

themselves and make up their own opinions, values and attitudes.

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What kind of Human Rights?

Liberal rights (18 century-) Political rights (19 century-) Social and economical rights (20 century-) Cultural rights (21 century-) ?

”The Generations”

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Dealing with Culture

 Contents:

Social norms, values and behaviours Laws Social rules

 Static and generalizing or dynamical and flexible?  ”It is a prejudice to believe that you have no prejudices!”

(HG Gadamer, 1975)

 Dealing with preassumptions and interpretations:

The discourse ”us and them”

 Model:

Positions of Experience, Cultural Self-image, Cultural Preassumptions, Fixations points

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Every man is, in certain respects, Like all other men, Like some other men, Like no other man

(Clyde Kluckhohn, 197?)

Cultural perspectives – 1

Humans , groups and culture

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Cultural perspectives – 2

Personal Culture is

a set of learned beliefs, values, attitudes and behaviours which regulate your day to day life. It is: "The way I do things".

Culture from a personal perspective

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I have a pet at home What kind of pet? It’s a dog A cocker spaniel It is grown up Brown and white What kind of dog? Grown up or puppy? Which color does it have? Oh, now I understand!

(Øyvind Dahl 2001)

Cultural perspectives 3 Cultural meetings and communication

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Groupwork 1: Communication – Pacing Patterns

Detached communicators ”When we are conversing I listen for the period at the end of your sentence” Reflective communicators ”There is a pause between you finish talking and when I begin talking”

A B A B A B A B A B A B

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Attached communicators ” I jump into the middle of your sentence; you jump into mine, and so on.” a) interruptive (jumping in, changing the subject, becoming the expert, taking the conversation away from you) b) overlapping (jumping in to agree, supporting your sayings, asking for more information, not changing the subject)

A B A B C C C A B A B C C C

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Groupwork

Groups consisting of 4 participants from 4 different

countries. Number 1and 2 is a detached communicator Number 3 a reflective communicator Number 4 an attached communicator Conduct a 5-10 minute conversation due to your role

• ver the topic: ”Why I am a student?”

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Evaluation

Questions (all together)

What happend during your conversation?

a) How did you feel?

What did you do?

a) What specific strategies could you use if different

pacing patterns existed in conversations with others?

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Reflections

Awareness:

Using different pacing patterns may make us misperceive each other Recognizing different patterns can help manage both the conversation and the misperceptions Verbalizing the different patterns you recognize and asking for an agreement about how the conversation can proceed will hopefully create a more effective cross-cultural communication (Donna Stringer, 2009)

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Reflections

Awareness:

Being aware of your own communicating style Being aware of the other one’s communicative style Adapting your style to the other one

(Michael Vande Berg 2013, Vice President for Academic Affairs at CIEE http://www.ciee.org/)

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Citizenship – demos and/or ethnos?

Demos Ethnos Legal status Identity Rights and duties Sentiments and belonging Objectivity Subjectivity

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Citizens’ rights – individual and/or collective?

Rights Civil Political Social (Cultural?) Period 18 Century- 19 Century- 20 Century- (21 Century-) Main idea Personal freedom Political freedom Social welfare (”Culture”?) What? Speech, faith, law… Vote, political partici- pation… Education, health, pension… (Customs, behaviour, gender, faith…) Institution Courts National and local parliaments The Welfare society (Courts)

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Active citizenship: Coherence

 Active citizenship

Creating social responsibility and mutual trust (within ”the nation”) Politics of identity and the feeling of belonging (worldwide view)

 Premisses: A globalized and multicultural society with

democracy and egalitarian citizenship in the light of politics and belonging

 A deliberative model

A decentralized society (no nation state) Ensuring social solidarity and coherence of society as a political goal

(Haas, 2001)

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Excurse: Active Citizenship and School – a song

 http://www.youtube.com/watch?v=VucczIg98Gw