2. 2 7 H E R O
As human rights educators working
with adult learners, we need tools
that can help us to put the concepts
of an experiential approach into
practice. Two such tools, the “4As”
and the learning spiral illustrate how
a participatory approach can work.
5. The learning spiral
1. Learning begins with the experience of the learners (i.e., their
knowledge, skills, values and lived experience of human rights).
2. After the learners have shared their experience, they analyse that
experience and look for patterns (i.e., what are the commonalities?
what are the patterns?).
3. To complement the experience of the learners, new information and
theory from experts are added or new ideas are created collectively.
4. Learners need to practise what they have learned, practise new skills
and strategies, and plan for action.
5. Afterwards (usually when they are back in their organizations and
daily work) learners apply in action what they have learned.
Source: Rick Arnold et al., Educating for a Change (Toronto, Canada, Between the Lines, 1991).
H E R O
6. 2 7 H E R O
An experiential/participatory approach
in HRE promotes and values the sharing
of personal knowledge and experience of
human rights, and encourages critical
reflection on individual beliefs and
values. It is founded on principles of
mutual respect and reciprocal learning
and seeks out and includes the voice of
the learners in the learning process. It
enables people with different
backgrounds, cultures, values and beliefs
to learn effectively together and learn
from each other.
7. 2 7 H E R O
An experiential /
participatory approach
encourages social analysis
aimed towards
empowering adult learners
to develop concrete actions
for social change that are in
accordance with
human rights values and standards.
8. 2 7 H E R O
A participatory approach is particularly
appropriate for HRE because:
• Human rights are part of our life experience
and therefore we should look at them from our
own realities, share different perspectives and
develop analytical skills to understand, exercise
and promote human rights;
• Human rights are based on values and norms
that are evolving;
• HRE is rooted in social justice and each person
involved in human rights work is an agent of
social change;
• HRE should spark critical reflection about the
possibilities for social change.
9. What HRE can help us achieve
The 1993 Vienna World Conference on Human Rights considered
human rights education, training and public information
essential for the promotion and achievement of stable and
harmonious relations among communities and for fostering
mutual understanding, tolerance and peace.
The United Nations Educational, Scientific and Cultural
Organization (UNESCO) cites as a key message that human rights
education is an important strategy for achieving several principal
goals notably empowerment, participation, transparency,
accountability, the prevention of conflict, conflict resolution,
peacemaking and peace-building and the more effective
protection and realization of all human rights for all.
Sources: Vienna Declaration and Programme of Action, Part II, D,
para. 78; and www.unesco.org.
H E R O
