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Human Dignity Advancement in Schools

Explore advancing human dignity in schools through systematic inquiry, focusing on dignity's value for significant organizational change. Discover the concepts of honor, respect, and dignity in shaping a dignified school environment. Learn about the human dignity reality in Israeli schools and the importance of fairness, trust, and non-condescending behavior towards students. Dive into creating a culture of dignified behavior through leadership development, team-building, and assessment. Gain insight into implementing an organizational development approach in schools to raise awareness of dignity and establish a common "Dignity Language." The stages of organizational diagnosis, consciousness raising, creating organizational structures for change, and program conclusion are essential in fostering human dignity in educational settings.

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Human Dignity Advancement in Schools

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  1. Human Dignity Advancement in Schools

  2. To explore advancing human dignity through the concepts and tools of organizational development Session Goal

  3. Central Question How does a systematic inquiry, focused on the value of human dignity, lead to significant organizational change?

  4. What is human dignity?

  5. Honor To show someone outward signs of acknowledgement Honor is accorded due to one’s status

  6. Respect To acknowledge someone for their deeds, achievement, abilities, etc. Respect is accorded due to one’s actions

  7. Dignity To acknowledge the humanity that exists in each person Dignity is accorded to a person inasmuch he/she is a human being

  8. Three approaches Accorded due to one’s status Honor Accorded due to one’s actions Respect Accorded to a person inasmuch he/she is a human being Dignity

  9. Research among students indicates: • 43% of the students: “Teachers don’t respect us” • Students feel that “teachers relate to us as ‘students’ and not as unique human beings” • Girls experience a higher level of dignitythan boys (Friedman, 1999) What is the human dignity reality in Israeli schools?

  10. Fairness Trust No condescension No undermining of student’s self- confidence Good-spirited acceptance of students’ sense of humor Teach without rigidity and toughness Don’t shout Students’ dignity expectations in the teacher-student relationship

  11. How can we integrate a culture of dignified behavior into the daily life of a school?

  12. System-wide: everyone included • Leadership development • Team-building • Assessment Elements of an organizational development approach

  13. The structure of a human dignity school intervention

  14. Stage one: organizational diagnosis Organization’s characteristics Dignity Typical examples of dignity and indignity Energy for change

  15. Goals > Raising awareness of dignity and indignity in the life of the school > Establishing a common “Dignity Language” Workshops • Identifying situations • Analyzing incidents • Simulation games • Skill-building Stage two: consciousness raising

  16. To treat a person with dignity To belittle a person Human dignity tension

  17. Let’s get active The camera exercise An opportunity to experience a basic component of the human dignity workshop

  18. Stage three: creating organizational structures for change An organizational structure = translating the workshop insights into visible behaviors: which are repeated in the life of the organization and which express human dignity

  19. Organizational structures: examples Human dignity Observers 2. Common behavioral codes

  20. Two axes of activity Consciousness raising Organizational structures Visible change

  21. The organization integrates and maintains human dignity, using its inner resources Questionnaires and assessment Summing up activities and separation from the consultants Stage four: program conclusion

  22. Student’s questionnaires – an example

  23. Question for discussion If you were to mount a human dignity intervention in your organization What would be the major opportunities? What would be some obstacles to be overcome?

  24. "You must know, my daughter, that all human beings are a miracle. Everyone is special. You will never find two completely identical faces. Each face is a sign of life. Each life is worthy of respect. No one has the right to humiliate another. Each person has the right to respect. In respecting people we are respecting through them life at its most beautiful, its most wonderful, we are respecting all of life's variety, and its unexpected quality. In respecting the other, we in fact are respecting ourselves.“ (Taher Ben Jaloon) Racism as I explained to my daughter

  25. Thank you for your cooperation

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