Magna charta libertatum

 Primarily, it should be emphasized that when it comes to human rights and

freedoms, it refers to those rights and freedoms guaranteed by law and legal
order, and over which, as the highest guarantor of respect for the same, the
state stands with its coercing apparatus and other international organizations
(and institutions) established with the same goal.
 The society has gone through different historical epochs, the "state" systems,
and the models of social organization (slavery, feudalism ...), and numerous
wars and social turmoil, in the end, leading to the conclusion that some basic
freedoms and rights of each a person must protect and elevate to a level above
which individuals, or interest groups, can not make a significant impact, where
no one has the right to violate the fundamental rights of another person, the
level behind which the state itself and the international organizations stand as
the highest guarantor.
 The first acts of rights and freedoms appeared in the Middle Ages, and the
beginning is related to the "Great Charter of Liberty" (Magna charta
libertatum), which was founded in 1215. While the most important period in
which basic human rights and freedoms are recited is the postwar period (end
of the Second World War), which highlights the work of the United Nations.
From then till now...
 During the Second World War, the most terrible
destruction of people in history took place. Already in the
first article of the UN Charter, the UN's primary task is to
ensure and promote "respect for human rights as well as
fundamental freedoms for all, regardless of race, sex,
language and religion ...".

 In this civilization, the whole social order in which we

live today is founded.

 Today, international human rights are a part of objective

international law that determines the subjective rights of
individuals and groups.
 In the formal sense, international law is a
normative sub-system of international law,
made up of legal rules and standards, which
for the case have the rights, freedoms, and
responsibilities of individuals and human
collectivities.
 The first more serious announcement of certain
guaranteed rights and freedoms is related to the creation
of the Great Charter of Freedom (Magna charta
libertatum) in 1215. Later, the trend of restricting the rule
of law and power on the one hand, and the extension of
the rights and freedoms of citizens on the other hand, was
also followed, and the Instrument of Government from
1653 was also mentioned. Cromwell has been named the
lifelong lord-protector of England. Later acts was adopted
in the territory of England-Habeas corpus act of 1678 and
the Bill of Rights of 1689. In the 19th century, among the
new rights in England, voter law ( for whose acquisition
was initially envisaged a high property census).
 The Great Bourgeois Revolution in France
has produced one of the most important
documents related to this topic -
DECLARATION ON THE RIGHTS OF
HUMANS AND CITIZENS. It is
composed of 17 members to determine
"natural, inalienable and universal human
rights" (in the introductory part). The first
article of this Declaration states that
"people are born and remain free and
equal in rights". This implies that there
will be no room for earlier class divisions
in the new social order. Some criteria
important for the operation and
functioning of the rule of law have been
established and proclaimed - among
others:
 • that the law is an expression of the will
of citizens;
 • that no one can be indicted, detained, or
arrested, except in cases established by
law;
 • that only those acts harmful to society
can be prohibited by law ...
 From the interpretation of several
members of this charter, the General
Declaration of Human Rights was made in
1948. The Convention on the Political
Rights of Women (1952), the Declaration
on the Protection of the Child (1959), the
International Convention on the
Elimination of All Forms of Racial
Discrimination (1965), the Covenant on
Civil and Political Rights (1966), the Pact
on Economic and Social-Cultural Rights
1966), and the American Convention on
Human Rights (1969), and then the Inter-
American Convention on the Abolition
and Prevention of Apartheid Crimes
(1973).
 In Europe, of particular importance is the
European Convention for the Protection of
Human Rights and Fundamental
Freedoms, which was adopted in Rome
(1950) and came into force in 1953.
 In order to create more effective protection
of human rights, a European Court of
Human Rights was established in Europe,
which consists of as many judges as the
Council of Europe member state, and are
elected for a term of six years.
 This court examines cases that are of major
importance for the interpretation and
application of the European Convention.
 “Every individual and every organ of society
… shall strive by teaching and education to
promote respect for these rights and
freedoms.”
 Preamble to The Universal Declaration of
Human Rights, 1948
Rights protected by the European
Convention are:
 • RIGHT TO LIFE

The European Convention protects individuals from any unlawful deprivation of life by the state (except for the death
penalty for crimes for which deprivation of life is envisaged as a sanction). However, the 2002 protocol generally
prohibits the death penalty in full and in all circumstances, which means that the present system of the European
Convention introduces a complete abolition of the death penalty.

 • BAN ON TORTURE

The European Convention strictly prohibits torture, inhuman or inhuman degrading treatment and punishment.

 • PROTECTION OF MURDERS AND FACILITIES

Article 4 prohibits holding in slavery, as well as forced labor.

 • RIGHT TO FREEDOM AND SECURITY

Every individual is guaranteed physical freedom by prohibiting arrest and deprivation of liberty that has not been done in
accordance with applicable legal rules. Debt slavery is also prohibited, in those cases where an individual is unable
to fulfill his / her property obligations.The next section will deal with the division of human rights and conventions
guaranteed by UN acts and other relevant international organizations.
The 20 global themes (in alphabetical
order) are:
 1. Children
 2. Citizenship and Participation
 3. Culture and Sport
 4. Democracy
 5. Disability and Disablism
 6. Discrimination and Intolerance
 7. Education
 8. Environment
 9. Gender
 10. General Human Rights
 11. Globalisation
 12. Health
 13. Media
 14. Migration
 15. Peace and Violence
 16. Poverty
 17. Religion and Belief
 18. Remembrance
 19. War and Terrorism
 20. Work
A culture where human rights
are learned, lived and “acted”
for .
 The People’s Movement for Human Rights
Learning prefers human rights learning to
human rights education and places a special
focus on human rights as way of life. The
emphasis on learning, instead of
education, is also meant to draw on the
individual process of discovery of human
rights and apply them to the person’s
everyday life.
HUMAN RIGHTS
EDUCATORS*HRE
 Human rights violations happen everywhere,
not only in other countries but also at home,
which is why HRE is important. Only with
full awareness, understanding and respect
for human rights can we hope to develop a
culture where they are respected rather than
violated. The right to human rights
education is therefore increasingly
recognised as a human right in itself.
Article 28
 Article 28 of the Convention on the Rights of
the Child states that, “School discipline shall be
administered in a manner consistent with the
child’s dignity. Education should be directed to
the development of the child’s personality,
talents and abilities, the respect for human
rights and fundamental freedoms, responsible
life in a free society, understanding, tolerance
and equality, the development of respect for the
natural environment”.
 The role of young people, youth organisations and youth policy in
promoting the right to human rights education is also clearly spelt out
in the priorities for the youth policy of the Council of Europe, one of
which is Human Rights and Democracy, implemented with a special
emphasis on:
 • ensuring young people’s full enjoyment of human rights and human
dignity, and encouraging their commitment in this regard
 • promoting young people’s active participation in democratic
processes and structures
 • promoting equal opportunities for the participation of all young
people in all aspects of their everyday lives
 • effectively implementing gender equality and preventing all forms of
gender-based violence
 • promoting awareness education and action among young people on
environment and sustainable development
 • facilitating access for all young people to information and
counselling services.
No-one should be criticised for
teaching human rights values
 Global education practitioners recognise the importance of taking a
holistic approach to the subject because they appreciate the
interdependency of the social, economic, environmental, and political
aspects of our world and affirm that as citizens of the world we have
responsibilities towards our global community.
 The Maastricht Global Education Declaration (2002)9 states that
global education is education that opens people’s eyes and minds to
the realities of the globalised world and awakens them to bringing
about a world of greater justice, equality and human rights for all. It
encompasses development education, human rights education,
education for sustainability, education for peace and conflict
prevention and intercultural education.
 Taking human rights as the starting point for their work on the social,
economic, environmental and political aspects of our world enables
global education practitioners to enrich their teaching.
All Different - All Equal
 Values education is also a common part of
the school curriculum in many countries,
but it often gives rise to two fundamental
concerns in people’s minds: which values
such education should aim to teach, and
how to make sure that these values are not
imposed on people, or are perceived as the
values of the majority? Taking a human
rights perspective is a valid, justifiable and
fruitful means of addressing these
problems because human rights are based
on values that are common to every major
religion and culture and are recognised by
– but not necessarily practised in – almost
every country in the world. The values
underlying human rights are thus universal
in nature, even if the way they are
expressed may vary greatly from one
society to another. Human rights are also
the result of negotiations and consensus
among governments from all over the
world. Thus no-one should be criticised
for teaching human rights values
 Intercultural education aims to
develop understanding between
cultures through exploring
similarities and differences between
cultures and peoples. Lack of
intercultural understanding often
leads to racial discrimination,
intolerance, denigration and violence
locally and globally. Sad illustrations
of the problems that can arise from
people’s inability to respect and live
with those of other cultures are the
experiences of racism,
discrimination and violence that can
be found in all societies.
 The reasons for conflicts are never
simple but unequal sharing of
resources and unequal political and
social rights are usually among the
root causes from which intolerance
and discrimination stem.
 Anti-racist education aims to undo the
legacy of centuries of racial attitudes and
ideology and takes as its starting point the
assertion that we live in a multicultural and
democratic society, in which all citizens
have a right to equality and justice. In other
words, it takes a rights-based approach and
has close links with intercultural education.
Peace is a state of affairs in a society where there
is no conflict or war.

 The conflict time of two or more parties is called war. War is the
concept of the opposite concept of peace. In addition to the absence of
war, peace can also mean social, personal and social well-being.

 In the history of civilization, peace has always been the ideal state of
society, but history is primarily characterized by the state of war and
armed conflict resolution. If the war is the dominant way of resolving
conflicts in the history of civilization, it also shows the need of the
international community to regulate the state of war in order to prevent
war crimes, "Civilized" the state of war by the Geneva Convention,
which is still current. Unfortunately, despite the fact that the war is an
unwanted phenomenon in resolving the conflict, and yet again a
common way of resolving conflicts, the state of war can not be
regulated in order to prevent the appearance of war crimes and
inhuman treatment because it is in contradiction with the very nature
of the war.
PEACE
 The conceptual core of peace education as
practised in many schools and university
programmes is violence, and its control,
reduction, and elimination. Peace education
finds a place in the curriculum of conflict
resolution studies, multicultural education,
development education, world order studies,
and environmental education. Most often the
approach is to respond to a particular set of
problems that are perceived to be the causes of
social injustice, conflict and war.
Concept of peace
 On the other hand, peace education that
starts from a human rights perspective with
its conceptual core of human dignity and
universality can lead more easily to a deeper
concept of peace, peace not only as in the
sense of cessation of violence but in the
sense of the restoration of relationships
and the creation of social, economic and
political systems most likely to produce
long-term peaceful environments.
Nelson Mendela
 ”I have fought against
white domination, and I
have fought against
black domination. I have
cherished the ideal of a
democratic and free
society in which all
persons live together in
harmony and with equal
opportunities. It is an
ideal to live for and to
achieve. But if needs be,
it is an ideal for which I
am prepared to die.”
Martin Luther King
 “I have a dream that one
day this nation will rise
up and live out the true
meaning of its creed:
“We hold these truths to
be self-evident: that all
men are created equal.” I
have a dream that my
four children will one
day live in a nation
where they will not be
judged by the colour of
their skin but by the
content of their
character.”
Mahatma Gandhi

 “Non-violence is the
greatest force at the
disposal of mankind. It
is mightier than the
mightiest weapon of
destruction devised by
the ingenuity of man.”
Evgenia Ginzberg

 ”As a result of certain

painful but at the same
time comforting
encounters, I saw for
myself how from the
depths of moral
savagery there suddenly
arose the cry “it’s my
fault” and how, with this
cry, the patient
recovered the right to
call himself a human
being.”
 Human rights in Serbia
 Despite the progress made by Serbia in this
field, we must continue to work on creating
effective mechanisms for respecting the
rights and safely expressing all kinds of
particularities and demonstrating as a
society that we respect the guaranteed rights.
You can cut all the
flowers but you cannot
keep spring from coming.
Pablo Neruda