Smith Commission Report para 18.
I hope every MSP in the Scottish Parliament is aware of it not just Nicola Sturgeon. As the Britnat parties signed up to it then it highlights the deceitful approach the referendum deniers in the Scottish parliament are taking. Even when they agree to a legal document they just ignore its contents.
It’s bad enough having Britnats saying you canny have your referendum but when independence supporters say the same – give me strength. It shows the power the MSM have over even Independence supporters.
In summary you cannot trust the Britnats to be honest and do the right thing.
]]>Drivel.
]]>Goodness you’re up early with your anti – SNP pish today!
]]>If you’d “hasted” your defence of Scotland’s Constitutional Sovereignty, the EU wouldn’t be leaving in the first place.
]]>]]>Human rights education: developing a theoretical understanding of teachers’ responsibilities
Abstract:
The purpose of this paper is to explore a capacity-building pedagogical approach to human rights education as a complement to the “declarationist” approach. The basic premise of this philosophical paper is the idea of human rights as justified claims and/or demands; as such, ethical and moral justification is presupposed in the very idea of rights itself.It is argued that a dialogical turn in moral and political philosophy, in particular theoretical justifications of principles of justice, such as rights, has taken place. Given that ethical and moral justification is central to the meaning of human rights, the significance of this dialogical turn for the idea of human rights and human rights education is explored from within the idea of the logical structure of disciplines of knowledge, a discipline’s fundamental ideas and forms of thought (methods of inquiry).
From within this perspective, it is argued that the dialogical nature of justification central to rights should structure the pedagogy of human rights education. It is suggested that this pedagogy entails three forms of normative
dialogue—ethical, moral, and critical – that can form the normative structure of a pedagogy of human rights education.It is concluded that while awareness and respect are necessary conditions to the realization of human rights, the development of the capacity of future citizens to make, to justify, and to critique human rights claims is also necessary for the realization of human rights.
Keywords: human rights; human rights education; ethical and moral justification; political philosophy; dialogue; dialogical turn
]]>How well does the UK’s democracy protect human rights and civil liberties?
A foundational principle of liberal democracy is that all citizens are equal, and so the protection of fundamental human rights is of critical importance for democratic effectiveness. In many countries a statement of citizens’ rights forms part of the constitution, and is especially enshrined in law and enforced by the courts.
This has not happened in the UK, which has no codified constitution. Instead, in an article from The UK’s Changing Democracy: the 2018 Democratic Audit, Colm O’Cinneide evaluates the more diffuse and eclectic ways in which the UK’s political system protects fundamental human rights through the Human Rights Act and other legislation, and the courts and Parliament.
How must human rights and civil liberties be protected in a democracy?
Liberal democratic states are now expected to respect a range of fundamental human rights set out in international human rights treaties such as the European Convention on Human Rights (‘the Convention’). These extend from freedom from torture, to the right to fair trial and freedom from discrimination.
It is generally recognised that the functioning of any genuine democracy must be based on respect for these rights, without which individuals cannot participate freely or effectively in the political process….