DR. KAJAL JETHANAND SADHWANI VOLUME I ISSUE I …€¦ · VOLUME I ISSUE I INFINITY JOURNALS ARTICLE 3. INFINITY JOURNAL DR. KAJAL JETHANAND SADHWANI ABSTRACT Human rights is a issue

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DR. KAJAL JETHANAND SADHWANI

VOLUME I ISSUE I

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ARTICLE 3.

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DR. KAJAL JETHANAND SADHWANI

ABSTRACT

Human rights is a issue both in theory and in practice. It is related with philosophy, ethics and

history in theory. In practice, it is closely related with people's life, and is becoming an

increasingly sensitive issue in international relations. Commemorating the 67th anniversary of

the Universal Declaration of Human Rights, we need to review, in theory and in practice, the

history of human rights objectively, analyze its present conditions in a practical way and face

the issue in the future. Human rights, as a theoretical issue, have its own particular connotation

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and extension. Human rights co notates the rights that people enjoy in realizing their value of

life. It covers the relationship between people and the nature, people and people, and people

and society. The extension of the concept of human rights includes the basic rights of survival

and development. As a social concept, it means national and sovereign rights of a country in

certain sense. Children have the right to an adequate standard of living, health care, education

and services, and to play and recreation. These include a balanced diet, a warm bed to sleep

in, and access to schooling. Children have the right to protection from abuse, neglect,

exploitation and discrimination. This includes the right to safe places for children to play;

constructive child rearing behaviour, and acknowledgment of the evolving capacities of

children. Children have the right to participate in communities and have programs and

services for themselves. This includes children's involvement in libraries and community

programs, youth voice activities, and involving children as decision-makers.

KEYWORDS: HUMANISM, CHILDREN, IDEOLOGY, PROVISION, PARTICIPATION,

POSITIVE DISCIPLINE.

MENTALLY OR PHYSICALLY TORTURING A CHILD ITSELF SHOWS YOUR

HELPLESSNESS....STOP IT AND BE HUMAN.....PLEASE!!!! ACCEPT IT AS YOUR

OWN IDEOLOGY AND “AN ISM”

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Spanking, hitting, slapping, pinching, ear pulling, jabbing, shoving, or choking.

Forcing a child to assume a position that becomes painful over time.

Confining a child in an uncomfortable space.

Denying bathroom privileges.

Forcing a child to eat a noxious substance, such as soap or dog food.

Withholding water and food.

Corporal punishment is not an effective method of managing behaviour. It does not teach

a child how to act properly. At best, corporal punishment has only a temporary effect on

behaviour. And it may even make it worse. Not only does it reinforce some problem behaviour,

but also it teaches a child that physical force is the way to resolve conflict.

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CHILDREN ARE SMALL DELICATE PLANTS WHO NEEDS YOUR

NURTURING....ASSIST THEM.... HELP THEM.... GUIDE THEM....MAKE THEM

SELF DEPENDENT... PLEASE!!!!

As minors by law children do not have autonomy or the right to make decisions on their

own for themselves in any known jurisdiction of the world. Instead their adult caregivers,

including parents, social workers, teachers, youth workers, and others, are vested with that

authority, depending on the circumstances. Some believe that this state of affairs gives children

insufficient control over their own lives and causes them to be vulnerable.

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Structures such as government policy have been held by some commentators to mask the

ways adult’s abuse and exploit children, resulting in child poverty, lack of educational

opportunities, and child labour. On this view, children are to be regarded as a minority group

towards whom society needs to reconsider the way it behaves.

Researchers have identified children as needing to be recognized as participants in society

whose rights and responsibilities need to be recognized at all ages.

EFFECTIVE ENFORCEMENT OF POLICIES TO END CORPORAL PUNISHMENT

AND HELP OUR DEAR CHILDREN TO LIVE PEACEFULLY IN THE WORLD LIKE

HUMANS!!!!

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It is not enough to formulate a policy because policy comes to action only through enforcing

it. Policy implementation is directly connected to the policy makers’ seriousness about

resolving a particular issue.

Awareness building among the population, on consequences related to the corporal

punishment, especially parents and professionals in charge of caring for infants.

Promoting positive and non violent forms of education and child care in the family

environment.

Informing boys and girls on their rights and involving them in their own defence,

through their direct participation in the actions undertaken.

Role of Civil Society and Coordination of Efforts.

Effective Enforcement of Policies to End Corporal Punishment.

Pioneering Role of Leaders.

“LET’S LEARN TOGETHER, Be Human don’t hit!”

“LET’S LEARN TOGETHER, Be Human don’t hit!” Campaign should be raised for

social awareness against corporal punishment to boys and girls within the family.

Corporal punishment is a part of our life. We have all lived or seen it some time. It is not

strange to us, but it does not make us feel good. It is because we have not stopped to think

about it.

Talking about corporal punishment is not to talk about corporal mistreatment. They are

different phenomena and it is important to distinguish them. A parent who punishes his/her

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children does it with the intention of disciplining and teaching them. Parents who mistreat their

children never do it for their children. They do it for themselves.

Questioning corporal punishment as an aid to bringing up children is questioning our

society’s attitudes to children, their rights, their needs and their rearing. It also involves

questioning their rights, along with the needs and education of parents and society. Indeed the

education of each one of us of us.

Corporal punishment is an erroneous way to educate, but it is not the only one.

Psychological punishment or emotional blackmail are measures which may affect a child’s

development as much as corporal punishment. We can’t be indifferent in dealing with any

forms of punishment. However acting on any one of them, may also have an effect on the

others. Once again we raise the question of the use of corporal punishment within the family.

This really supposes rethinking a vision of how we bring our children up.

Motivations which lead parents to resort corporal punishment can vary. The range from

considering it appropriate for their children’s development, to lacking resources to face the

situation. Likewise the parents’ lack of strategies to get what they want or not being able to

control their emotions can lead to corporal punishment. No matter what justification is given

for corporal punishment, the effects this produces are the same. Corporal punishment is

detrimental for boys and girls, for parents and society.

Each slap given to a child teaches him that violence is an adequate way to resolve conflicts,

so next time he faces a problem, he will know he may resolve it in the same way. Corporal

punishment does not teach a child to reason, because it does not allow dialogue and reflection.

Besides, it hampers communication within the family. It does not make them stronger; in

fact it teaches them to be victims. Even if we do not know it, it produces emotional damage in

the child, by making them feel rejected. They feel loneliness, sadness and lack of

understanding.

In addition they are not able to obtain their own decision-making criteria, because they are

used to conditioning their initiative and creativity according to their parents’ reaction.

We must not forget that corporal punishment also means a real risk of physical injury and

problems with social integration for the boy or girl, because they do not learn to cooperate with

authority.

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The slap is also detrimental for parents who give it: it prevents them from communicating

with their children; they probably feel anxiety and guiltiness for what they have done and need

to their behaviour to themselves and others.

Corporal punishment is also detrimental for our society because it threatens democratic

values. Values are transmitted through example and parents are the first and most important

reference models for their children. Boys and girls are not their parents’ property; they are

citizens with their own rights. Society is obliged to guarantee the protection of their rights

within the family and where their time is shared and their evolving needs are respected.

Environment must be provided that is rich in possibilities and clear, coherent and consistent

limits.

“LET’S STOP PHYSICAL AND MENTAL PUNISHMENTS IN SCHOOLS AND

PROMOTE POSITIVE DISCIPLINE”

Raising Public Awareness to Ensure Public Participation.

Opening channels of communication between children and adults, raising awareness about

the significance of eliminating violence against children, using the media to spread awareness,

adapting new non-violent disciplinary techniques, holding meetings in schools to discuss latest

survey results and research findings should be taken up as policies to raise public awareness

and ensure public participation.

Punishment in the state schools is forbidden by law authority and parliamentarians.

Conferences, meetings, television commercials and newsletters have worked to ban corporal

punishment.

6 1.5 3

2818 20

6

106

0

20

40

60

80

100

120

From Others From Family From School From T.V orNewspapers

PERCENTAGE Children

Parents

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FIGURE1: PARENTS AND CHILDREN’S ANSWER TO HOW THEY WERE

INFORMED THAT CORPORAL PNISHMENT IS FORBIDDEN

FIGURE1: PARENTS AND CHILDREN’S ANSWER TO HOW THEY WERE

INFORMED THAT CORPORAL PNISHMENT IS FORBIDDEN

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According to the above figure 1 28% children and 106% parents said they came to know about

corporal punishment via media.

FIGURE 2: CORPORAL PUNISHMENT RATE AS CONFIRMED BY PARENTS,

TEACHERS, AND STUDENTS

According to the above figure 2 14% teachers working in a government school and 10%

teachers working in a private school confirmed rate of corporal punishment. 64% children in

government school and 16% children in a private school confirmed rate of corporal

punishment. 94% parents who have their children in a government school and 0% parents in a

private school confirmed rate of corporal punishment.

ALTERNATIVE MODES OF DISCIPLINE

1016

0

14

64 94

0

10

20

30

40

50

60

70

80

90

100

Teachers Children Parents

P

E

R

C

E

N

T

A

G

E

Government

Private

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At the school level, the role of social workers in schools needs to be activated to match what

is stated in their job description. In other words, a social worker would represent a mediator or

facilitator between students and teachers in order to supervise the relation between them,

sustain policy enforcement, report policy violation cases, and investigate students' learning and

behaviour problems so as to solve them. In order to add this dimension to the social workers'

job, they should be empowered by the ministry and receive professional training through

specialists in NGOs concerned with education and learning processes. Activating the social

worker's role this way would take from the teacher the burden of correcting students' deviant

or violent behaviour and the role of teacher would be exclusively for teaching and reporting

the students' progress to their principals. In order to empower and activate the social worker's

mission in monitoring policy enforcement and reporting policy violation, they should report

directly to the Ministry of Education. So, instead of having a general inspector who comes to

school once or twice per semester to evaluate teachers' performance in class and make sure that

everything is going well, with the social worker's assistance, the whole school would be

consistently committed.

With regard to the teacher, it is obvious that most teachers lack proper qualifications as

indicated in previous sections. The process of qualifying teachers and continuing their

development should start at early stages. To start from scratch, teachers should be aquatinted

with alternatives to non-violent disciplinary techniques and behaviour-management techniques

early through the faculty of education where they first learn the basics of teaching. The years

of training they spend in schools before graduation would be an appropriate venue to practice

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those techniques and discuss with their professors the challenges they face. Later, upon actual

recruitment, they ought to receive regular training by the ministry or specialized NGOs as part

of a piloted program. Teachers who exhibit commitment and excellence in such training could

be awarded a professional certificate from a reputable educational organization. As a necessary

complement to the promotional and training programs, there should be a well-developed

deterrent policy for teachers who still use corporal punishment despite training. Depending on

the size of policy violation, the sanction policy would state that those teachers would for

example have a permanent mark in their career file, have delay in their promotion, or be

prevented from receiving any kind of usual incentives.

Considering disciplinary techniques, educators need to find means of punishment that are

not degrading or humiliating to students to communicate a message to the students that it is the

misbehaviour that is being punished not the student himself. One of the most proactive means

of discipline is “Meaningful Work” which curbs the student’s misbehaviour through assigning

tasks to them such as raising the flag for a while, helping out in the school’s cafeteria or any

other tasks that require physical effort. This strategy is apparently one of the best ones because

ostensibly it incurs punishment but actually it satisfies the student’s need to feel important by

doing something useful. Another example proposed as an alternative to corporal punishment is

to increase the time spent on doing school-related tasks such as by giving extra homework. In-

class time outs also would be a good alternative technique which aims at temporary isolation

for the student from the class to give them a chance to calm down and rethink his or her mistake.

Additionally, the student could be punished through depriving his or her from participating in

any of the school’s activities or from taking a break. Finally, there could be a daily progress

sheet for each student where teachers can take notes of the student’s misbehaviour. This sheet

would be sent daily to the student’s parents to involve them in reforming the student’s

misbehaviour and keep them updated with the student weaknesses. In cases where none of

these approaches work, suspension for some days could be used as a punishment resulting in

expulsion if the overall numbers of suspension days exceeded a maximum number.

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Apart from finding alternative disciplinary techniques to corporal punishment, rewarding

techniques needs to be presented equally to students not only to those with the highest grades

but also to well-behaved, best committed, and talented students. This is because some students

would not be good or behave well unless the school gives him/her positive reason to be so.

To create a more positive environment overall, the schools should periodically organize

activities such as football matches and occasional trips for students to absorb their energy and

enjoy a better learning atmosphere. Exceptional students in any of the categories above could

be granted tickets to free trips, recommended to win monthly prizes, or honoured by posting

their names in the schools' newspapers or bulletin board. To ensure that the process of student

evaluation would be fair and bias-free, there should be a clearly announced system for gaining

and losing points in each student's "evaluation card" in terms of students' behaviour in class,

obedience to teacher, respecting classmates, participating actively in class, punctuality, and

commitment to the school policy versus aggressive behaviour, disrupting the class, disobeying

teachers, and violent acts. There must be clear criteria written and announced to students and

their parents regarding the school policy in adding points to reward a student versus subtracting

points as a sort of punishment. The overall reward system should be based on the students'

progress in obtaining points rather than simply maintaining a high score without remarkable

progress. The accumulative nature of scores gives students a reasonable incentive to sustain

progress and reduce misbehaviour in order to gain as many points as possible. Conversely,

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losing points for students or depriving them from participating in general activities or trips

organized by the school, would represent a non-violent disciplinary tool and discourage

students from acting disruptively in class.

To combat family-based factors, more effort should be exerted to raise parents’ awareness of

the Corporal Punishment damage done at home and encourage them report their children’s

exposure to Corporal Punishment at school. Family acceptance of their children being

corporally punished in school, beating them at home, or refraining from reporting is part of the

reason why it is widely practiced by teachers. We cannot eliminate corporal punishment from

schools while parents still use it at home because parents' approval of corporal punishment

would destroy the school's new techniques for discipline and because the school is part of the

general culture of the society. Hence, if we want to alleviate corporal punishment in schools,

we need to change the social attitude towards it through intensive efforts to raise awareness of

child rights to protection, current policy implications, the negative consequences in the long

run for using corporal punishment as a tool for discipline, and the right course of action to be

taken to report corporal punishment incidents.

In principle, NGOs such as organizations working in child rights, mass media like TV and

newspapers, and religious organizations play an important role in raising awareness. Raising

awareness should take the first place in the agenda of any program piloted by NGOs just as we

referred above in discussing the project of Save the Children. One suggested strategy is to

schedule regular meetings and information sessions between the school administration and

parents to change the ideology of corporal punishment and agree on better means of discipline.

Practically speaking, raising awareness is one of the most important prerequisites. Accordingly,

it is not enough to depend on one entity to accomplish this task but various types of civil society

organizations should be employed to serve the same purpose. For example, TV represents one

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of the most popular sources of information to the majority of people and TV commercials can

be effectively used as a tool to maintain child protection and security, and report abuses.

In addition to increasing public awareness, there must be a way to restore the trust of parents

in the school administration. As data shows, a large percentage of parents believed that the

school administration would defend teachers most of the time and doubt that any legal action

will be taken if they report corporal punishment cases. This notion should be changed through

the school's justice in applying legal sanctions on teachers in response to parents' complaints

though encouraging parents to report such incidents and specify the right course of action to be

taken. To sum up, no single entity can enforce a policy that bans corporal punishment, rather

all civil society organizations, large business, and the Ministry of Education should collaborate

to combat this phenomenon. Action is needed both inside the school by reforming the school

administration and building up capacities, and outside the school by changing social attitude

towards the use of corporal punishment on children.

THE EMBIBING OF ALL THE IMPORTANT QUOTIENTS OF VALUES IS EQUALLY

NECCESSITY IN TODAYS ERA

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The nature of values includes three constituent components:

1. Intellectual component. We cannot value what we do not know or do not think we know.

Value is given to a certain reality and depends, among other things, on the degree to which we

know it. The sources contributing to this knowledge are the family, the school and society at

large, which intervene mainly through the mass media.

2. Emotional component. The intellectual element is a fundamental though not a sufficient

condition needed to establish and internalize a value. The emotional component must be

present as well. Things are valued depending on the strength and signs of emotional response

they spur in the individual who values them. The affection expressed toward an object depends

on the extent to which it satisfies the need for self satisfaction and self esteem. Consequently,

a highly unsatisfied individual will undervalue the world around him and behave either

aggressively or be inhibited towards it (they will destroy it or evade reality).

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3. Behavioural component. A value belongs within the realm of the individual when it

systematically guides his or her behaviour, thus demonstrating that it has been truly

internalized. This process must take place in total freedom. What is imposed will not be

experienced as a value nor will it be assumed as an intrinsic rule of behaviour. Additionally,

an excess of rules can undermine the child’s self affirmation and self esteem, and subsequently

impede his or her capability to open up to more important values. Likewise, the absence of

rules and controls leads to the absence of points of reference, to an attitude of indifference

because nothing is worth anything at all. Consequently, value-based education does not merely

mean talking about values them but rather implies an educational effort leading the child to

maturity in the three constituent dimensions of values, i.e. intellectual, emotional (self

affirmation of the “I”), and freedom of behaviour (conscious capacity of self-determination).

BUILDING OF POSITIVE ATTITUDES CANNOT BE DENIED...BEATITUDE OF

ATTITUDES SHOULD BE INCLUCATED FROM WITHIN THE SOUL OF

HUMANS...HUMANITY IS TO BE ACCEPTED AND FOLLOWED......

WHAT ARE ATTITUDES?

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Attitudes fill a principal position in the field of social life and in the general structure of

personality because they act as variables for or against the object at which they aim.

Many definitions have been given, among which we will choose Sarabia’s: “Attitudes acquire

trends or dispositions that are relatively long lasting and help evaluating objects, persons,

events or situations in a given way, and lead to actions that follow from such an evaluation.”

From the above we may draw the conclusion that attitudes are characterized by the following

shared elements or features: they are learned through social experience and interaction, they

predispose us to action, to behave in a given way, they are provided with an emotional weight,

their intensity may vary, they exist in time (and therefore may change), they reflect an

individual’s taste or preference, and they are inferred from behavioural patterns.

As in the case of values, authors distinguish three fundamental components of attitudes as well:

1. Cognitive component: This is the intellectual component of what an individual believes or

perceives about something and is the result of a persuasion or belief (thus the difference to

straightforward opinion) that something is true or false and relatively stable overtime.

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2. Emotional component: The most characteristic of dimensions found in attitudes. It reflects

the pleasant or unpleasant condition linked to the above belief or persuasion. The positive or

negative signs of attitudes are derived from it. Occasionally, the emotional component will

prevail over the cognitive component, and will lead us in making unreasonable decisions.

3. Behavioural component or the habitual disposition to behave in a given way. Although

behaviours are not necessarily fixed the behavioural component has a major social and

educational value because it allows to behavioural patterns to be predicted.

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Ideally, the three components should be balanced and coherent, reflecting a close relationship

between attitudes maintained and behaviours practiced. However this balance does not come

easily because when determining behavioural patterns, other variables also play a part. These

include expectations, personality traits, rules, situational factors, etc.

Attitudes perform a number of functions in the individual’s social economy.

They allow him or her to interpret the world they live in, reinforce self esteem, make adjusting

to the environment easier, and favour the manifestation of personal values.

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CONCLUSION

Common arguments vary from considering that “we all have gone through this and nothing

has happened us” to suggestions that it is something inherent to

certain cultures .Assaulting adults is considered a crime but assaulting children is accepted as

a parent’s right, a way to legitimize their authority, teach and “make their children

stronger.”Although corporal punishment is part of our tradition, this does not mean that it is

good or makes it unchangeable. Through our work, we have included democratic operating

systems and we have universalized certain social goods such as public health and

education,parents, to be raised in a spirit of understanding and freedom. This is the basic

assumption of all education because the future is written with a smile, with the security,

balance, affection and love that is transmitted to each child. Educating in freedom and

responsibility is must otherwise, if we disregard their obligations, we may build “a world of

over protected children who become tyrants.” To achieve the above, the intervention of parents

is decisive because children assume it is themselves, in the first place, that must exercise control

within an efficient and friendly human climate where there is generous debate and a substantial

amount of freedom to communicate. At any rate, we must not forget that children will evolve

from dependence to independence and participation in an environment of democratic authority.

If parents must adopt a firm attitude towards lack of order, they must do so with calm and

resentment. They must be constructive and positive and, take account of the values and

principles that govern their relationship with their children. Our goal has been to set forth some

general guidelines on the task of education, its nature and goals. Although we have focused on

the family, parents-as primary educational agents⎯require the involvement of other agents in

their educational mission who will give education a more universal projection. Under no

circumstances can these facts be left aside since education, because of its complexity, must be

the result of many intervening factors. Communication in education, the psychological

processes that make up the subject’s development are the consequence of his or her relationship

with the cultural environment. We live, without a doubt, in the era of communications. Today

as never before we have the opportunity of very rich and complex channels of communication.

These include the printed press, radio, television and the Internet.

Simultaneously it may be just as appropriate to hold that we live in the era of isolation and lack

of communication. The potential for communication is huge, in the context of globalization.

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However the specific “I” may be deleted in this enormous world and where it loses its objective

identity before “You,”

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