CYIL 2012

SŁAWOMIR REDO

CYIL 3 (2012)

of opportunities provided by the environment ”. 51 Consequently, conscious parenting, i.e. the awareness of responsibility for one’s personal life, enables programming its conduct for oneself and for the offspring – instead of “rewards” and “punishments”, rather through a playful fostering of their curiosity, creativity and wonder. 52 6. Teaching the next generation “UN Peace” While curiosity, creativity and wonder may be recommended for infant upbringing, the question as to how “UN Peace” can be interpreted or, generally, how the UN can be taught, 53 has neither yet been conceptualized attractively nor comprehensively reviewed and evaluated, despite numerous publications 54 (also targeting children 55 ). Consequently, the reply to the question is “ambivalent,” 56 partly probably because the penal history of what criminology offered to remedy misbehaviour “is rather confusing”. 57 Consequently, sending a clear criminal justice message across the world is the task awaiting comparative criminologists, international and criminal lawyers and communication specialists. What seems to be less confusing is that, generally, no more than 5 percent of what one learns comes from formal instruction, training, or schooling. Of the 5 percent of information learned, only 3 to 5 percent is remembered for any length of time. The rest of what the person remembers for life comes from so called “primary learning” by quality relationships (through developing high attachment, for example). 58 Educators should well optimize that maximum 5 percent and increase through primary learning the “UN Peace” share, because this can help to save succeeding generations from the scourge of war. Therefore one may only welcome the publication of a recent handbook by the United Nations High Commissioner for Human Rights Office and the Canadian non-governmental social justice organization Equitas to evaluate the effectiveness of human rights education in non-formal settings, i.e. outside of the formal education system. 59 It would likewise be a welcome development if the 51 Lipton , B. H., The Biology of Belief: Unleashing the Power of Consciousness. Matter & Miracles , Hay House, 2008, p. 148. 52 Mendizza & Pearce, op. cit. 53 Can the United Nations be Taught? Proceedings of a Colloquium on Innovative Approaches to Teaching the UN System , held at the Diplomatic Academy of Vienna, Austria, 22 – 23 November 2008, http://www. davienna.ac.at/jart/prj3/diplomatische_akademie/resources/dbcon_def/uploads/prj3/diplomatische_ akademie%7C/UNDidaktik.pdf . 54 See, for example, Tomasevski, K., Manual on rights-based education: global human rights requirements made simple. Collaborative project between the UN Special Rapporteur on the Right to Education and UNESCO Asia and Pacific Regional Bureau for Education , UNESCO, Bangkok, 2004. 55 See: COMPASITO. Manual on Human Rights Education for Children . Edited and co-written by Flowers, N., Council of Europe, 2007. 56 Platzer, M., Can the United Nations be Taught?, in: the Proceedings , op. cit., p. 10. 57 Karaběc, Z., Criminal policy – the purpose of punishment, in: Scheinost, M. et al., Crime from the Perspective of Criminologists , Institute of Criminology and Social Prevention, Prague 2011 p. 37. 58 Mendizza & Pearce, op. cit., p. 27. 59 Office of the High Commissioner for Human Rights & Equitas, Evaluating Human Rights Training

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