 Hello, I welcome you all once again to my channel Explore Education and Dr. Rashmi Singh, Assistant Professor, Department of Education, and after discussing Human Rights Education, here I am to discuss with you all the methods and techniques of Human Rights Education and the lecture will be in bilingual mode and it must be useful for all of you. So let's start, methods of Human Rights Education. We have studied what human rights are, what is the education of human rights, what is the basis of it, what are its goals, what are its dimensions, what are its components. Human Rights Education means all learning through which you learn all kinds of things, that is the most important thing in which you learn knowledge, culture, and the essence of Human Rights. This is what we have studied. So when you talk about Human Rights Education in the lecture, you can't just learn it from the lecture method, because you will hear it from the lecture method and until you don't work on it, until you don't feel it, until it comes into your mind, then it has no meaning. So that's why human rights education doesn't work with normal methods. For that, you need some different participative, some demonstrative, some actionable work. The focus of Human Rights Education is not just outward on external issues, it's not just about talking and events, but also inward. We have to feel it from the inside, personal values, attitudes, and behaviors. To affect behavior and inspire a sense of responsibility for human rights, Human Rights Education uses participatory methodologies. They say that you should use such methods in which you are a participant. That emphasize independent research, analysis, and critical thinking. You will show, do some visualization, do some thinking, going beyond factual content to include skills, attitudes, values, and actions. We don't just focus on content. In fact, UDHR was launched in 1940, and it was launched in 1966. What are the rules, what are the laws, we don't have to follow the rules. We don't have to follow the rules. That's just for your knowledge, that you first need to know what's going on. After that, what are the causes, your attitudes, your behavior, what do you do? It's important to change all that. And it requires an educational structure. And for that, what kind of scientific direction do you need? That is horizontal, which is horizontal rather than hierarchical. That is, you will learn this, then this, then this, not like that. Horizontal, you should have everything on one horizon. Then, we will talk about methodologies, how do you teach human research, about human rights. So, let me tell you something here. There is a handbook of human rights education. It's very good. From that, I have taken both of your previous videos from many places. But this is mainly for that. And these are so good that I don't need to go anywhere else. So, you can also read it by doing a handbook of human rights education. So, look at the methodologies. How to do it? How do you do UDHR? How do we force you to think? How do we bring these emotions into students to work for human rights? So, it cannot be better than brainstorming for them. You know, brainstorming means that a topic is given to you. You discuss it. Write down all the points in your mind. After that, what will the teacher do? He will sum up the points that will be agreed upon. And we will discard those points. But with this, creativity is unleashed by the child. And we get a lot of points. It encourages creativity and generates many ideas quickly. We get a lot of ideas quickly. It can be used for solving a specific problem, answering a question, introducing a new subject, raising interest, and surveying knowledge and attitudes. Which things can be used? Do you want a solution for any problem? Do you want a solution for any problem? Is there a new topic that we would like to share with you? Is there a topic that we would like to share with you? Do you want to survey your knowledge and attitude? All these things. Then, case studies. I mean, if there is a particular issue on which cases can be studied, there is a lot of matter in it, there are a lot of issues in it, then what can we do? Give small groups of participants. We can make a small group of students of children. Case studies to respond to is primary data for learning. And the data we provide will be our primary data to learn. And the cases that we approach, analysis, critical thinking, problem solving, planning skills, apart from this, cooperation, team building, they can be used to set up effective debates and comparisons. If we are punished by someone who has a death sentence on any topic, then what is the punishment for the human rights? Then we will know what crime he has committed, then you can debate on it, get a case study done, so like this. Creative expression. Creative expression means that we express something from you, that creatively you have to express this topic. Now, the same Philistine and Israel are the latest topics, how can you relate to current topics? There are two human beings, the Philistines and the Israelis. So, who are the human beings? How will you tell? Which one is right, which one is wrong? These are very delicate issues, right? So, it can help to make concepts more concrete, personalize, abstractions and effect attitudes by involving emotional as well as intellectual responses to human rights. That is, the human beings, which is the right side of society, which is the right side of everything, you have to give the right answer to everyone. So, I mean, we should motivate you, we should make you think, we should force you to think, this is how human rights are taught. So, it is not only about lecturing, if we teach it, it will solve our problem. So, you can do brainstorming sessions with students and you can express your creativity by debating your negotiations. If there is a problem, you can debate. It will be negotiated in the end, this is the point of the relationship. It helps to clarify different positions on a controversial issue. If there is a problem, controversy is there, some people will debate in one page, They usually involve two or several small groups who plan and present arguments on different sides of an issue, which may not necessarily represent their personal views. Debates develop logic understanding of an issue and listening and speaking skills. Debates develop logic understanding of an issue and listening and speaking skills. Listening is also a major skill. You can say that this is a good point by listening to what you are saying on your side. Then you can have a discussion. But what do you have to do in the discussion? Ask a lot of questions. If the group is larger, you will have to pay attention. If there are some students who are speaking too much or quiet, then what should we do to give everyone an opportunity to divide the group into smaller units? When any discussion concludes, summarise the main points orally and in writing. When the discussion concludes, you can have a discussion. You can say that this point has come out. Orally, you can tell the students and in writing, you can write to them. That is the meaning of the discussion. And what can you do? Dramatisation. You can play a drama, play a role. You are in some situation. You are a prisoner. You have been punished for death. You are a Sharanarthi. You are a refugee. So when you play that role, when you get the dialogue to say, then you will be able to experience how human rights are being shattered here. How should you get it? Many dramatic techniques can enhance learning. Sometimes their purpose is for participants to experience. We want to make the participant experience that unfamiliar situation or identity that he has not faced. Whether it is a refugee or a Sharanarthi. And develop empathy and appreciation for different points of view. And if you have done appreciation for that, then you can become a witness, an advocate, a judge. You can be in such role play dramatisation. You can show films and videos. But not just show films. Before you show films, you have to pay attention to these issues. So the students will look at them carefully. They will go down the road. They will do some thinking, some analysis. You are doing human research in this way. You are doing human research again and again. You can teach human rights. You can tell them about it. That is why I am not reading it word by word. Then, field trips. Take the student to a field trip. To a place where he has not gone. Which he has not experienced. Like a jail. Like hospitals. Like international borders. Where there is a lot of problems. There are urban centres. Where you can feel. Visit might be to places where human rights issues develop. Where human rights issues develop. That they are also human. They should have the right to meet them. Similarly, games. Games are a library experiential way to introduce difficult concepts and complement cognitive learning. However, participants often remember the game but forget its purpose. Reinforce the learning value of the game with discussion and explicit links to human rights. You can say, make a game like this. But what happens with students? Generally, they forget the purpose of the game. They remember the game. So, you tell the purpose of the game. That is why we enact it. Interpretation of images. You can show them a picture. And then you can ask them their interpretation. What do you feel in it? What topic will you give it? What title will you give it? Summarize it. So, you can create emotions in it. Interviews. Interviews provides direct learning and personalized human rights issues and history. Participants need to be clear on the goals and desired outcomes for their interviews and to prepare in advance with key questions. You can ask them to develop human rights issues and interview them. So, you first ask them which questions you want to make. Will they be open-ended or closed-ended? How do you document it? How do you take out its implications? How do you take care of ethical issues? You will have to teach all of this. Jigsaw activity. You know jigsaw, right? It is a puzzle. You can fit it like this. So, they are saying that cooperative learning is a very popular technology and methodology. They are saying that this methodology builds cooperation and enables participants to teach each other. In this, you teach each other that we divided an issue into several topics and gave each group one topic. Each group works together to learn more about its aspect of the topic. The topic will read the topic very well and then it will tell the rest of the people. And then we will change the role. The group will change. So, what will happen? Every topic will be known to every individual. And since they learn more about it, it is better to learn. It should be an activity-based methodology for human rights education. This is all. Journal writing. You can write from it. There is a problem with it. Reaction, opinion, ideas. You can write from it. It happens many times. We want to say it, but we can't. So, you will develop independent or critical thinking in the students. There was so much about methods and methodology for human rights education. Now, what are the techniques? These are the methods that we will learn in different ways. But what are the techniques? There are many techniques such as workstation, contest and award. You can use fishbowl technique. You can use gallery walk exhibition. So, it happened twice. And it happened again. So, I will tell you. There was a second slide. There were multimedia technologies and a small group. There was a change. So, techniques of HRE were workstation and carousel. They said, facilitators create station. What should we do? Workstation. They said, for example, rather than a group of 40 people going through 4 activities for 2 hours, 4 groups of participants are divided among 4 activities. Workstation. What will happen in that? 40 children, 40 students work together for 2 hours. You can say, 10 students work in 4 places. And every 30 minutes, they will take their roles. You are getting so many activities in methodology. You are discussing somewhere. You are debating somewhere. You are writing a journal. So, what will happen with that? Every student will participate in every kind of activity. Workstation will continue like this. Then, contest and award. Contests can stimulate creativity among participants and draw public attention to an issue. You can say, this is a project. You will get this award. You can share an issue with Human Rights. You can get a project from them. You can get a publication from them. You will develop a habit of doing better. You will develop a competitive spirit. So, this means that regular, chalk-and-talk method and only lecturing method and technique will not work with HRE. Fishbowl technique. What does it mean? Theatering is wrong. There are some children in the middle who are doing some activity. While the rest of the group observes. And the rest of the group is observing. They will ask questions. They will comment on them. And the rest of the group will get done. They can join that activity by going. So, what can be the activity? It can be drama. It can be discussion. It can be debates. It can be that. And then, the gallery walk, or exhibition or circus. Exhibitions are in the role of some children. They do something like journal writing. They create something. They enact something. So, they will put it in the shape of an exhibition. And the rest of the students will observe it. And then the role will change. Those students will observe and express themselves. This way, you can adopt the technique of human right education. Since the slide has changed, the same slide has come. In the next slide, there were two topics in total. Multimedia technology. Because it is the time of technology. You can use multimedia technology. In small groups, students can work in small groups and do the exhibition of their work. Lastly, HRE in India. If we talk about human rights education in India, on 21st March 2009, the National Human Rights Commission organized a day-long conference on human rights education at the school level in New Delhi. A conference was organized. In the inaugural session, the chairperson of the National Human Rights Commission, Mr. Justice S. Rajendra Babu, said, that dissemination of knowledge about human rights and duties must aim at bringing about attitudinal changes in human behavior. If the attitude towards human behavior is not changing, that means we need to change in attitude. That is why we need a different methodology and technique. He said that if students are sensitized about human rights, they can become instruments for social justice and development. He said that if we make students sensitive for human rights, if we inform them, then the individuals and students will become an instrument to achieve social justice and development. Justice Rajendra Babu said that the human rights education is necessary for the promotion and achievement of stable and harmonious relations among the communities. If we have to establish a relationship between the communities, such as Samanjit, Sohar, Poon and Sthai, then the human rights education is very important. It will be difficult to practice human rights without internalizing them. It is very difficult to bring human rights into action until we internalize them. We will not experience them. That is why we need to learn from different methods in which the child feels, changes in his attitude, changes in his behavior. That is the concept of human rights education. That is, knowledge should be at a superficial level. Knowledge should be there, knowledge should be there, and then action should come. So this is all about methods and techniques of human rights education. So I have covered the concept of human rights education as well as methods and techniques of human rights education of your course and topic. So in this way, I have completed this very topic too. So thank you and don't forget to like and subscribe to my channel Explore Education. I have done from my side.