The Example of Human Rights Education
9 Conclusion and Outlook
“Say not, 'I have found the truth,' but rather, 'I have found a truth.'” - Kahlil Gibran, mystic, poet, and artist (1883-1931) This thesis gives a practical example of how an e-learning course for human rights education is planned, realized, and evaluated. The course presented here is based on theoretical findings from the fields of social competence, moral com- petence, human rights education, and general didactic considerations for e-learning. The analysis of the social competence domain has shown that the basic defi- nition of social competence – a compromise between assimilation and assertion – can appropriately be transferred to the domains of moral competence and hu- man rights education. Moreover, the emphasis on attitudinal and behavioral as- pects, in addition to cognitive aspects, mirrors not only similar emphases in the domains of moral competence and human rights education, but also the general interest of this thesis. With regard to e-learning, this emphasis on attitudes and behavior poses a challenge, as e-learning programs fostering attitudes and skills are still very rare. Therefore, both the e-learning course and its evaluation can be regarded as valuable contributions to the fields of social competence, moral competence, human rights education; but also more generally, to the field of e-learning. The analysis of social competence has also resulted in important conse- quences for the evaluation: the distinction between performance and competence is a helpful concept, but obviously limits conclusions that can be drawn from a 'performance' (e.g. in a test). The basic ideas for the evaluation as...
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