Art 29 1 "The Aims of Education" - Revision history

Sifaan at 07:52, 27 November 2025

2025-11-27T07:52:32Z

← Older revision		Revision as of 07:52, 27 November 2025
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	These are ~~the proposed articles in the [[Pledge for Rights-Centric Education]]~~ relating to Article 29 1 "The Aims of Education"		These are example Commitments relating to Article 29 1 "The Aims of Education"

	# (taken together with Art. 12, “The Right to be Heard”) Recognizing that mainstream educational practices and social conventions, especially when they value certain personalities, talents and abilities over others, act to limit “the development of the child's personality, talents and mental and physical abilities to their fullest potential”, commit to		# (taken together with Art. 12, “The Right to be Heard”) Recognizing that mainstream educational practices and social conventions, especially when they value certain personalities, talents and abilities over others, act to limit “the development of the child's personality, talents and mental and physical abilities to their fullest potential”, commit to

Sifaan at 18:51, 17 May 2024

2024-05-17T18:51:23Z

← Older revision		Revision as of 18:51, 17 May 2024
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	These are the proposed articles in the [[Pledge for Rights-Centric Education]] relating to Article 29 1 "The Aims of Education"		These are the proposed articles in the [[Pledge for Rights-Centric Education]] relating to Article 29 1 "The Aims of Education"

	~~====Art. 29 1, “The Aims of Education”~~ taken together with Art. 12, “The Right to be Heard”~~====~~		# (taken together with Art. 12, “The Right to be Heard”) Recognizing that mainstream educational practices and social conventions, especially when they value certain personalities, talents and abilities over others, act to limit “the development of the child's personality, talents and mental and physical abilities to their fullest potential”, commit to
	Recognizing that mainstream educational practices and social conventions, especially when they value certain personalities, talents and abilities over others, act to limit “the development of the child's personality, talents and mental and physical abilities to their fullest potential”, commit to		#* ensuring the Child, on the basis of what they, themselves, find meaningful and fulfilling, is free to choose their own unique interests and pursuits; to determine their talents and abilities to develop and the manner and timing of that development; and to also determine to not develop some talent or ability; and
	*ensuring the Child, on the basis of what they, themselves, find meaningful and fulfilling, is free to choose their own unique interests and pursuits; to determine their talents and abilities to develop and the manner and timing of that development; and to also determine to not develop some talent or ability; and		#* support the Child in the pursuit of their choices.
	*support the Child in the pursuit of their choices.		# Recognizing that neuronormative, mainstream educational practices and social conventions
			#* do not appreciate neurodiversity as an inherent and necessary aspect of human diversity; and
	~~====Art. 29 1, “The Aims of Education” taken together with Art 2, “Freedom from Discrimination”====~~		#* pathologize, label as disordered, and marginalize neuro-atypical Children when they fail to meet neuronormative impositions,
	Recognizing that neuronormative, mainstream educational practices and social conventions		#:commit to recognize, respect, value, neuro-atypical Children and accommodate their unique individual needs.
	* do not appreciate neurodiversity as an inherent and necessary aspect of human diversity; and		# Furthermore, recognizing that there may be legitimate reasons to offer, but not impose, diagnostic services and interventions in the form of, inter alia, medication and remedial therapy, commit to
	* pathologize, label as disordered, and marginalize neuro-atypical Children when they fail to meet neuronormative impositions,		#* support the Child to access such services and interventions if they choose to do so; but
	commit to recognize, respect, value, neuro-atypical Children and accommodate their unique individual needs.		#* not compel a Child to subject themselves to diagnosis or interventions in order to justify their choice of accommodations or meet neuro-normative expectations.

	Furthermore, recognizing that there may be legitimate reasons to offer, but not impose, diagnostic services and interventions in the form of, inter alia, medication and remedial therapy, commit to
	* support the Child to access such services and interventions if they choose to do so; but
	* not compel a Child to subject themselves to diagnosis or interventions in order to justify their choice of accommodations or meet neuro-normative expectations.

Sifaan at 18:37, 17 May 2024

2024-05-17T18:37:27Z

← Older revision		Revision as of 18:37, 17 May 2024
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	*support the Child in the pursuit of their choices.		*support the Child in the pursuit of their choices.

	====Art. 29 1, “The Aims of Education” ~~Taken~~ together with Art 2, “Freedom from Discrimination”====		====Art. 29 1, “The Aims of Education” taken together with Art 2, “Freedom from Discrimination”====
	Recognizing that neuronormative, mainstream educational practices and social conventions		Recognizing that neuronormative, mainstream educational practices and social conventions
	* do not appreciate neurodiversity as an inherent and necessary aspect of human diversity; and		* do not appreciate neurodiversity as an inherent and necessary aspect of human diversity; and

Sifaan: Created page with "These are the proposed articles in the Pledge for Rights-Centric Education relating to Article 29 1 "The Aims of Education" ====Art. 29 1, “The Aims of Education” taken together with Art. 12, “The Right to be Heard”==== Recognizing that mainstream educational practices and social conventions, especially when they value certain personalities, talents and abilities over others, act to limit “the development of the child's personality, talents and mental and..."

2024-05-17T18:33:44Z

Created page with "These are the proposed articles in the Pledge for Rights-Centric Education relating to Article 29 1 "The Aims of Education" ====Art. 29 1, “The Aims of Education” taken together with Art. 12, “The Right to be Heard”==== Recognizing that mainstream educational practices and social conventions, especially when they value certain personalities, talents and abilities over others, act to limit “the development of the child's personality, talents and mental and..."

New page

These are the proposed articles in the [[Pledge for Rights-Centric Education]] relating to Article 29 1 "The Aims of Education"

====Art. 29 1, “The Aims of Education” taken together with Art. 12, “The Right to be Heard”====
Recognizing that mainstream educational practices and social conventions, especially when they value certain personalities, talents and abilities over others, act to limit “the development of the child's personality, talents and mental and physical abilities to their fullest potential”, commit to
*ensuring the Child, on the basis of what they, themselves, find meaningful and fulfilling, is free to choose their own unique interests and pursuits; to determine their talents and abilities to develop and the manner and timing of that development; and to also determine to not develop some talent or ability; and
*support the Child in the pursuit of their choices.

====Art. 29 1, “The Aims of Education” Taken together with Art 2, “Freedom from Discrimination”====
Recognizing that neuronormative, mainstream educational practices and social conventions
* do not appreciate neurodiversity as an inherent and necessary aspect of human diversity; and
* pathologize, label as disordered, and marginalize neuro-atypical Children when they fail to meet neuronormative impositions,
commit to recognize, respect, value, neuro-atypical Children and accommodate their unique individual needs.

Furthermore, recognizing that there may be legitimate reasons to offer, but not impose, diagnostic services and interventions in the form of, inter alia, medication and remedial therapy, commit to
* support the Child to access such services and interventions if they choose to do so; but
* not compel a Child to subject themselves to diagnosis or interventions in order to justify their choice of accommodations or meet neuro-normative expectations.