Methodology of Human Rights Education

Lewins Field 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)

Tension System
A person is said to be in a state of tension within himself if an unsatisfied need or an unfulfilled intention exists.

Valence
-the quality in an object that makes the object of special interest to the individual

Life Space
-Home life

-Professional life

- Social life

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.

Who can be a facilitator? Group-centered Leadership

-requires that the leader, fully understand the learners subjective reality as she relates to the objective reality.

Distinctive functions of the Group Facilitator

-Active Listening
-Reflecting Back

-Clarifying
-Linking

-Conveying Acceptance
-Achieving Humanness

ANDRAGOGY: HOW ADULTS LEARN

Applying

Experiencing

Processing

Generalizing

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.

Deductive Method v. Inductive Method

Steps in the Deductive Method 1. Preparation 2. Presentation 3. Clarification 4. Application 5. Recapitulation

Deductive Method v. Inductive Method

Problem Solving Method

According to Freire, it is an approach to education where teacher and student approach a problem together. Studentteacher and teacher-students work together to solve the problem.

Deductive Method v. Inductive Method 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

THE EXPERIENTIAL LEARNING CYCLE

Back Home Application Orientation Instruction Integration

Experiencing

Synthesis Generalizing

Data Gathering Analysis

Step 1: Orientation The facilitator sets the mood with encouraging words and eases the participants into the activity

Step 2: Instructions The facilitator prepares the instructions and sees to it that they are clearly heard, understood, and carried out by the participants.

Step 3: Experiencing Almost any activity that involves either selfassessment or interpersonal interaction can be used as the doing or experiencing part of experiential learning.

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.

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.

Step 6: Integration The final stage of the experiential learning cycle is the purpose for which the whole structured experience is designed.

Step 7: Closing Remarks Brief remarks, as opposed to long lectures, give a sense of ending to the structured learning experience.

Principles of Adult Learning

1. Learning is an experience which occurs inside the learner and is activated by the 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 personal meaning of events for them.

2. Learning is the discovery of the personal meaning and relevance 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 self and 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.

3. Learning (behavioral 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 begin to feel important when they are important to somebody; they feel liked when someone likes them.

4. Learning is a cooperative and collaborative process.

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.

5. Learning is an evolutionary process.

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.

6. Learning is sometimes a painful process. Behavioral change often calls for giving up the old and comfortable ways of believing, thinking, and valuing. It is often downright uncomfortable to share ones self openly, to put ones ideas under the microscope of a group, and to genuinely confront other people. If growth is to occur, pain is often necessary.

7. One of the richest resources for learning is the learner himself.

In a day and age when so much emphasis is being placed upon instructional media, books, and speakers as resources for learning, 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.

8. The process of learning is both emotional as well as intellectual. Learning is affected by the total state of the individual. People are feeling 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.

9. The process of problem solving and learning are highly unique and individual. 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 still others may be ineffective.

Structured learning experience (SLE) - means experiential, supervised, in-depth learning experiences - designed as rigorous activities that are integrated into the curriculum or training program

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

Thank you