Part II Human rights education theory, principles and approach • learning through interaction, rather than memorizing knowledge through repetition • a focus on analysis, synthesis and application, rather than facts and information.83 The “participatory” principle requires the human rights educator to ensure that participants are fully and actively engaged in the education activity. Principle 4: Probing Human rights education deepens knowledge and experience. Human rights education encourages the discovery, sharing and understanding of participants’ experiences. Participants are supported to talk about their own experiences and knowledge, make comparisons with other information and understand why things are as they are. The “probing” principle requires the human rights educator to use education processes, techniques and tools that encourage participants to consider human rights issues and concepts in a deep and meaningful way. Principle 5: Thoughtful action Human rights education recognizes that the realization of human rights comes from considered and thoughtful action. Human rights education involves both action and reflection. It encourages critical thinking and problem solving. It encourages reflective practitioners. Learning takes place when participants are able to reflect critically on what they are doing. True reflection leads to action and that action will be most effective if there is critical reflection on its consequences. Reflection without action is mere verbalism. Action without reflection becomes pure activism.84 Figure 4.3: Thoughtful action Reflection • observe • review Action • act • plan Reflection • observe • review Action • act • plan The “thoughtful action” principle requires the human rights educator to develop for themselves, and for the participants, ways of thinking about what they do and how it impacts on their actions. It is a way of monitoring the impact of actions and deciding whether they are the right actions or whether they may need modifying. Principle 6: Empowering Human rights education is empowering, encouraging non-discrimination, equality and inclusion. Human rights education is guided by human rights principles of non-discrimination, equality and inclusion. Participants are encouraged to analyse their situations through a human rights lens and to develop strategies to act on them. In this way human rights education is transformative, empowering people to take control of their own lives. The remaining chapters in the Manual offer practical suggestions about how these principles may be put into practice. 83 Adapted from the Human Rights Education Pack; Asian Regional Resource Center for Human Rights Education; 2003 (2nd edition); p. 36. 84 Pedagogy of the Oppressed; Paulo Freire; 1968 (translated into English in 1970). Chapter 4: Human rights education theory and principles | 37