New Issue of In Factis Pax –Volume 7, Number 1, 2013
Human Responsibility Movement Initiatives: A Comparative Analysis
By Sue L.T. McGregor
This paper shares a comparative analysis of four international initiatives for a declaration of human responsibilities: the InterAction Council, UNESCO/Valencia, the Parliament of the World’s Churches, and the United Nations’ Human Rights Commission (now the Human Rights Council). After discussing five dimensions that architects of these initiatives use to articulate their rationale and proposed elements of declarations for human responsibilities, a chronological overview of each of the four initiatives is shared (a case study), followed by a comparative, thematic analysis of how they are the same and different. This analysis generated six themes pertaining to (a) degree of global coordination and nature of participants, (b) the scope of the initiative, (c) differences in organizational principles, (d) commonalties and differences in what constitutes a collection of human responsibilities, (e) intentions for adoption at the United Nations, and (f) political and legal pushback. The paper concludes that despite being developed independently, there is encouraging congruency of what constitutes human responsibility, intimating eventual movement towards a common declaration.
Reflections on Kenneth E. Boulding’s The Image: Glimpsing the Roots of Peace Education Pedagogy
By Tony Jenkins
Kenneth E. Boulding’s The Image: Knowledge in Life and Society is an overlooked, yet landmark publication for peace research, peace studies, and peace education. Published in 1956, before the widespread recognition of peace knowledge fields as formal academic disciplines, The Image lays out many of the theoretical foundations for the transdisciplinarity that has emerged as the normative disposition for peace scholarship. Leaps and bounds ahead of the prevalent academic discourse, The Image recognized the significant role of education and learning theory in facilitating personal, social and political change. As such, Boulding’s theory of the ”image” provides an early, integrative and critical articulation of a holistic and transformative framework for peace education pedagogy and peace knowledge that should be reintroduced into the canon of peace education scholarship.
Human Rights and Human Rights Education: Beyond the Conventional Approach
By Fuad Al-Daraweesh
This paper is an effort to transcend the debate of universalism and cultural relativism by offering a new conceptualization of human rights based on sociology of knowledge. The conceptualization is grounded on relationalism. The isomorphic equivalents of human rights are a manifestation of the relational approach. This paper argues for grounding human rights dissemination on a relational approach.
War: The Ultimate Crime Against Humanity
Review of Gwynne Dyer, War: the Lethal Custom (New York: Carroll & Graf Publishers,
By Sam R. Snyder