1.3 The cultural dimension of EDC/HRE: learning “through” democracy and human rights

Knowledge and skills may enable a person to take part in democracy in technical terms, but they do not turn that person into a democrat. In the hands of racists, for example, this kind of expertise could be abused as a weapon to attack a democratic, human rights-based community. In a very literal sense, knowledge and skills that are not supported by human rights values are worthless for democracy.

EDC/HRE therefore includes a cultural dimension. The culture of teaching and learning must reflect the message of EDC/HRE.

While students acquire knowledge through instruction (listening to a lecture, reading) and competences through training (demonstration, practice and coaching), they develop values and attitudes through experience.

For example, young people build their self-esteem through encouragement by their parents and teachers. Only students who have experienced and enjoyed respectful treatment by their teachers may be expected to behave likewise toward their peers. Human rights values are acquired through a process of socialisation in school – teaching “through”, or in the spirit of democracy and human rights.

Human rights values have been defined by the United Nations, the Council of Europe and other organisations, and include the principles of equality and non-discrimination; participation and inclu-sion; and accountability.

While teaching “about” democracy and human rights may be assigned to special subjects (such as social studies, history, civic education), the cultural dimension of EDC/HRE, teaching “through” democracy and human rights, is a challenge for the whole school – human rights and democracy become the school community’s pedagogical guideline and the lens through which all of the elements of school governance are judged.