The United Declaration Of Human Rights

At that age and time, students do not understand what it means to be innovative and creative. In the novel, Brave New World, a director raises and conditions human embryos to not be creative and to only follow the rules. In real life, students need a figure of authority, or a teacher, to guide them in certain directions and the only place where they can be taught how to use creativity to their favor is at school. In Brave New World, their figure of authority guided them into the direction of not being creative and as a result millions of humans were boring and felt no desire or need to be different. One of the characters in Brave New World explains that without art, science, and religion, human life is not worth living. If students take the class in creativity they learn that from those three components grows gift of creativity. Without the desire to be different and creative, which would be taught in the class, society would unfortunately decline to a point where trivial culture becomes the most important thing and civilization would result in an abundance of passivity and

In the TED talk video "Do Schools Kill Creativity?" by Ken Robinson, his main argument is the lack of focus of art in the education system in favor for activities that rely mainly upon the use of the brain. The stigma against pursuing careers in the arts according to Robinson causes a child to lose their creativity, he states that because of the stigma the child will never discover talents that they may have. The main point in his argument is his criticism of the education system that his striped people out of creativity in focus on an ideal commodity. Robinson states that “So you were probably steered benignly away from things at school when you were a kid, things you liked, claiming you would never get a job doing that. Is that right? Don't do music, you're not going to be a musician; don't do art, you won't be an artist.” Throughout, his speech Robinson uses a variety of ethos, pathos, and logos to get his main point across, that the education system is killing creativity. A big portion of Robinson’s speech relies heavily on humor to help deliver his message that the school system disregards creativity.

The beauty of creativity is that it is abstract, yet ubiquitous: in art, music or how one decides to compose an essay. However, creativity has recently been declining among the human population. According to an article, named, “The Creativity Crisis,” by Newsweek.com in July 2010, authors, Po Bronson and Ashley Merryman, state, “the Torrance Test … indicates that the public’s “creativity quotient” has steadily crept downward since 1990” (Prompt 1). Bronson and Merryman report that the test, which evaluates one’s creativity, had been dispensed to myriads of people across the globe, and have concluded that creativity has been slowly diminishing. Kyung Hee Kim, professor at the College of William and Mary, also comments that this is most prevalent and grave among students from kindergarten through sixth grade (Prompt 1). Consequently, society, or in this case, the world fears that current students and future generations will not be nourished with the creativity required to thrive as individuals, affecting the world as a whole. Ultimately, this poses the question whether a creative thinking class, which solely focuses on the education of creativity, should be taught in the school. This school should impose a creative thinking class, due to the fact creativity is a vital element for the future and is the solution to the creative crisis.

The United Nations Declaration of Human Rights outlines some of the many rights possessed by every human. Three of these being: equality under the law, freedom of thought and freedom of expression. All three of these rights are recognized in the U.S. constitution and as American citizens it is our duty to uphold and protect them.

The Declaration of the Rights of Man and Citizen was the product of an oppressed people who were tired of living under a government in which they had no voice. During the Ancién Regime in France, there social classes, called estates, greatly divided the people on the basis of power and wealth. The first estate being the clergy, the second nobility, and the third estate being everyone else in the country of France (“The French Revolution” 23:20). The first two estates made up 3% of the population, while the third estate made up 97%, yet the first two estates held all the power. The French government at the time was an absolute monarchy, meaning the king derived his power from god and could exercise it without other constituted bodies having a right to challenge him (Introduction: Louis XIV and French Absolutism p.205). However, France was in such a state of crises in the late 18th century that Louis XVI called together the estates general, an assembly where all three estates were represented, for the first time in one hundred years (“The French Revolution” 23:00). Robes Pierre, a representative of the third estate, insisted that the nobles and clergy begin to pay taxes, but since the first and second estate held two thirds of the vote, he was quickly dismissed. After six weeks of meeting without achieving anything for the state, the third estate representatives become silenced by the first two estates. Enraged, they move next door to a tennis court and make “The Tennis Court

Being born in the United States automatically grants you certain rights, such as freedom of speech, religion, and press, unlike being born in another country. Many presidents and people fought to have these basic rights granted to us. One may question why it is important to have freedom of speech and religion, well here is why.

“Life, Liberty, & Pursuit of happiness,” is one of the most important parts of the declaration. That means that citizens have the right to all those things. It is a natural right. The words of the Declaration of Independence mean the right freedom, justice, equality, security, protection, and fair government. I think the two most important words are Rights and equality.

France’s, The Declaration of the Rights of Man and Citizen, played an integral role in the development of democracy and the pursuit of liberty throughout Europe. This document was written and introduced by General Lafayette as a result of the French Revolution. The French Constituent Assembly passed it in August of 1789. Influenced by Thomas Jefferson, the American Declaration of Independence, the American Revolution, and the ideas of the Enlightenment philosophers, the document reiterates the values of the French Revolution. Declaring that the rights of man should be universal and remain valid no matter the time or place. The Declaration of the Rights of Man and Citizen was a very purposeful document expressing many of the ideas of the French Revolution and the Declaration of Independence.

Roughly 600 years ago, Columbus came and “discovered” America although there were people currently living there. Europeans soon claimed the land as theirs and called themselves Americans. Today, although people have made a living in the United States, they are being sent back because of their race and where they came from. The ban of people from the Middle East entering the United States took the world by shock although Donald Trump has talked about it before his presidency. Many people believed that he was not going to be able to do it since it violates the United States Constitution. It also infringes with the Universal Declaration of Human Rights and managed to still get away with it.

“Do Schools Kill Creativity?” by ken Robinson is a very powerful speech, as well as a good insight on the other side of the spectrum. Mr. Robinson begins his speech he mentions the amount of creativity we as humans have and how we have no such idea where we are headed in the future. Ken makes a point that we are educating and have been educating people to be prepared for the future. He asks why. We do not know what the next few years bring, how do we educate people properly for it. As Mr. Robinson continues he makes a point that creativity should be as important as literacy within education. Throughout the speech he gives countless examples where simple creativity and being different has brought people success and lead them down a path that math or literature never could.

At a local level and as an educator and parent, I see no indication that schooling is preparing students for innovation and creativity. Even when influenced by constructivist or universal design ideas, school tasks - starting in elementary school, up until CEGEP- are generally highly structured, predictable and offered in cookie cutter format. There is little room for creativity and few subjects are regularly offered, such as music or visual arts, that support creativity and out of the box thinking to allow for a more well-rounded approach to education as suggested in the discussion forum (Hector,

Imagine a dog who is ill and suffering, they don’t speak nor do they voice their opinions yet you can tell that there in a world of pain and misery. You decide to put them down, put them at rest; knowing their not in pain and suffering. How can this be justified when a person who is terminally ill can’t make the decision on how they end their life. Through countless surgeries, chemotherapy and many vital medical treatments that were vital once in their life, that can now no longer be beneficial, a person cannot simply decide his or her fate.

Creativity is equally as important as literacy, and we need to start treating it that way in schools around the world. According to Ken Robinson’s claim in his, “How Schools Kill Creativity” speech, he believes this to be exceptionally true. All children are creative and talented, however, we have grown up in a world where we believe that it’s wrong to exemplify our creativity. Robinson uses both, pathos, and ethos to help make his claim. He arises emotion in you; he causes you to really think, to trust him, and to question ultimately, how things are being done in the educational system. We as a world have become so consumed with the idea of putting each child into a category of what they’re going to be successful in, regardless of their creativity or passions. You’re either good at math, science, or English; everything is based on your academic ability. What happens then to the people who aren’t academically smart, but are more creative? They are then made to feel that what they have to offer the world simply isn’t good enough, but the truth is, it is good enough. Over time however, we are taught out of our creativity. Schools around the world kill creativity by instilling a sense of fear in the child that what they are doing, and how they feel is wrong, this ultimately discourages them, and they fall victim to the industrialized educational system that we have present day. Robinson believes now more than

Human rights are universal rights that we are entitled to. It is a freedom that is guaranteed based on the principle of respect for an individual. As mentioned in the preamble of the Universal Declaration of Human Rights, human rights are a “recognition of the inherent dignity and of the equal and inalienable rights of all member of the human family is the foundation of freedom, justice, and peace in the world” (Kent, page 80). When asked what our rights are, we tend to get different answers and meanings. Some people recite the rights that they know; but let’s face it, not everyone knows all of the rights that they truly have. The rights we have consist of many things such as the right of having an adequate food supply. The right to

The United Nations’ Universal Declaration of Human Rights stands as the current gold standard for every individual’s rights. Focusing on culture, one may see that cultural rights are not clearly defined and are oftentimes in conflict with other types of rights. In this paper, I will first discuss the United Nations’ use of ‘cultural’ in its universal human rights in relation to the concept of cultural relativism. Then, using South African and American practices, such as virginity testing and discriminatory criminal justice system respectively, I will describe and analyze practices violate the UN’s universal human rights in addition to the practices’ use for the community or society as a whole. Lastly, I will compare the American Anthropological Association’s rights to culture to the UN’s universal human rights by analyzing the limitations of each.