The importance of benevolence in educating students on human rights and values

Résumé En

The invitations to transmit values, eco-citizenship, human rights, a benevolent practice of the teaching profession, and the development of the different dimensions of the student-human are lacking in concreteness. On the other hand, the results of our exploratory study within the framework of the AERTEF master's degree have shown that when we talk about the student-human, we are in an automatism and in an inculcation rather than in a training. This means that by repeating concepts such as "eco-citizenship", "humanity" and "professional benevolence", teachers and students end up appropriating them and inculcating them mechanically. In addition, teachers' conceptions of these concepts are not unanimous and may vary from one establishment to another or even from one person to another.As a matter of fact, nowadays, training a student to be a human, social, respectful of rights and values individual becomes a very complicated educational mission. This complexity requires a strong sense of benevolence from the educational actors. Indeed, teachers are supposed to educate students to citizenship, values and human rights that they will not necessarily find within their families and, all the more reason, within the society where they live; without forgetting the access to the virtual world of social networks that makes it even more difficult to create a truth close to the human and worldwide reality.Therefore, the awareness of rights and values is a real educational challenge in a world of autonomous structuring continuously damaged by successive, rapid and surprising crises and disturbances and in societies forced to irreversible changes that convey the ruthless globalization of the twenty-first century. All these societal changes call into question the role of school, the mission and the supposedly benevolent educational practice of teachers. It is not always easy to harmonize theory and practice and to conjugate educational transmissionand societal concretization.On another level, the posture of teachers and their own convictions and conceptions make the educational mission even more delicate. Indeed, teachers should be able to respect and believe in the universality of human rights so they can ensure their transmission without limiting themselves exclusively to those to which they adhere, ignoring the rest. This benevolence favors the integral development of the student-human being without falling into the trap of individualism and the distortion of universal human rights.