| نویسندگان | عباس شکاری-عباس زارعی تجره-مصطفی صداقت رستمی |
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| تاریخ انتشار | ۲۰۱۰-۴-۰۱ |
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| نوع نشریه | الکترونیکی |
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چکیده مقاله
This study investigates traces of human rights education in Iran, one of the basic internationally controversial issues in education
in general and in Iranian curriculum development in particular. The study basically focused on two areas: a) concepts and
components in human rights education and b) the amount of attention possibly paid to these concepts and components in Iranian
Secondary Education. Three basic domains of knowledge, skills, and attitudes in relation to human rights education in Iran were
considered and the amount of attention possibly paid to these was investigated in the design, administration, and evaluation of
curricula for Iranian secondary education. To do this, the viewpoints of teachers, administrators, and experts were collected in a
descriptive survey attempt. A researcher-made questionnaire with the Cronbach alpha reliability of 0.88 was used for data
collection from 200 teachers, 27 administrators, and 15 experts. To analyze the data, descriptive and inferential statistics were
used. The results suggested that the administrators, the teachers and the curriculum planners all agreed with teaching the concepts
of human rights expressed in the domains of knowledge, skills and attitudes. Curriculum planners admitted that the amount of
attention paid to the concepts and components of human rights was not satisfactory. There was no significant difference between
the students, teachers and experts concerning the education of peace. Suggestions and implication for authorities in Iran are
discussed in the light of the participants' voices.