The (lack of) Presence of Games in Human Rights Education
On the basis of the conducted analysis of course books it can be concluded that games are in fact absent therein. In the broad spectrum of the methods that stimulate the intellect and the emotions the authors have chosen not to include this method. Games, however, relate to the primordial instincts, to competition, to the will to achieve a goal, which makes education more instinctive and, at the same time, more interesting. Human rights education leads to the challenging of stereotypes, it makes students confront the otherness that has a number of aspects: culture, race, religion, belonging, worldviews, etc. In the education in this area it is not enough to concentrate on knowledge acquisition. Undoubtedly the course books proposed by the authors relate to the emotional aspect and they do it on a high, professional level. Nevertheless, the introduction of games into human rights education could produce positive effects in the internalization of new values.
Keywords: Games; Didactic Methods; Human Rights Education; Intercultural Education.