Human Rights Education A Manual for National Human Rights Institutions 7.1.4. Networker The networker connects specific individuals or organizations by creating and maintaining networks of information and contacts. Networking can occur through face-to-face interactions or through media, such as print, telecommunications and the internet. The networker role may involve facilitating the exchange of information, developing concepts or ideas or social organizing through generating mass action. 7.1.5. Advocate We learned how to exercise the principle of participation by being involved in the monitoring of infrastructure projects in the barangay e.g. construction of pathways and bridges. Kankana-ey, Philippines The advocate uses education to support individuals or groups to exercise their human rights and to encourage them to take action. When human rights educators undertake advocacy, they are mostly involved with assisting others to improve their situation by knowing more about human rights and knowing how to seek support for their human rights issues. 7.1.6. Community developer The community developer uses empowerment models to work alongside communities, supporting their efforts to identify and address the issues that affect them. The community developer uses human rights principles and approaches to encourage self-reliant and respectful communities, where individuals and groups are able to identify, examine, address and monitor local human rights abuses and to advocate for the realization of their community’s human rights priorities. The role frequently involves addressing inequality and programmes often focus on communities experiencing to cultural, economic, geographic, environmental and other disadvantage. Community developers facilitate constructive connections between communities, local government and other statutory bodies, private sector agencies etc. 7.2. RECOGNIZING DIVERSE LEARNING PREFERENCES Research shows that people learn in a variety of different ways and that people will learn most successfully if they are able to do so using their preferred learning style. The human rights educator should be aware of participants’ diverse learning styles and work to ensure that activities are implemented in ways that they are inclusive and accessible. This also includes the ways that people prefer to receive information.120 Many models have been developed that demonstrate these learning styles. Two models are included in the Appendices. Lawson’s four learning styles (Appendix 6) and Gregorc’s four thinking styles121 (Appendix 7). Other frameworks used by educationalists focus on “personality type”, such as Carl Jung’s Myers Briggs Type Indicator122 and Rudolf Steiner’s Four Temperaments.123 In addition, Kolb and Fry have developed a Learning Style Inventory124 and Neil Fleming125 and Howard Gardner126 have created models of multiple intelligences. 68 120 Video: How Adults Learn (2017). Available online at www.youtube.com/watch?v=3LdEwYDDJBg&t=3s (3.29). 121 More information is available online at http://en.wikipedia.org/wiki/Anthony_Gregorc. 122 More information is available online at http://en.wikipedia.org/wiki/Myers-Briggs_Type_Indicator. 123 More information is available online at http://en.wikipedia.org/wiki/Four_temperaments. 124 “Toward an applied theory of experiential learning” in Theories of Group Process; Cary Cooper, ed.; 1975. See also “David A. Kolb on experiential learning” by M.K. Smith; 2001; available online at http://infed.org/mobi/david-a-kolb-on-experiential-learning/. 125 More information is available online at http://en.wikipedia.org/wiki/Neil_D._Fleming. 126 The different types of intelligence include linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal or “social” intelligence and intrapersonal or “intuitive” intelligence. More information is available online at www.infed.org/thinkers/gardner.htm.