To Susan, Elizabeth and Katherine Torney and to
Robert, John and Alan Buergenthal in the hope
that some of the educational ideals
discussed in this book will become
reality in their lifetime.

For sale by the Superintendent of Documents, U.S. Government Printing Office

Washington, D.C. 20402

Stock No. 044-000-01651-6

Published by US National Commission for UNESCO

INTERNATIONAL

HUMAN RIGHTS
AND

INTERNATIONAL
EDUCATION

BY

THOMAS BUERGENTHAL

School of Law

University of Texas at Austin

AND

JUDITH V.TORNEY

Department of Psychology
University of Illinois at Chicago

With a chapter by Richard W. Fogg

State University College at Buffalo

Published by US National Commission for UNESCO
Department of State, Washington, D.C. 20520

1976

N.B. The views expressed in this book are those of the authors and do not necessarily reflect US National Commission for UNESCO or US Government policy.

Preface

The past decade witnessed a significant expansion of UNESCO programs and activities in the human rights field. The U.S. National Commission for UNESCO has as a result devoted increasingly more time and resources to this important subject. In 1972, the Commission concluded that the interest of the United States in promoting, strengthening and monitoring meaningful UNESCO human rights programs warranted the establishment of a Human Rights Task Force. Drawing on distinguished American human rights scholars, educators and practitioners, the Human Rights Task Force has since its establishment assisted in the formulation of U.S. government policies on and proposals for UNESCO human rights programs and activities; it has also performed a number of important educational and advisory functions for the Commission.

This excellent book by Professors Thomas Buergenthal and Judith V. Torney is the first major scholarly work to be produced under the sponsorship of the Human Rights Task Force of the U.S. National Commission for UNESCO. The impetus for its publication was provided by the promulgation in 1974 of the UNESCO "Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms." The authors served with distinction on the U.S. Government Delegation which participated in the drafting of that instrument. Written by two eminent scholars one an international lawyer and human rights expert, the other a psychologist and international education specialist — this book provides a skillfully executed overview of international human rights law and institutions, the history and objectives of international education, and social science research findings relevant to international education programs. The book draws knowledgeably and imaginatively on the teachings of a number of disciplines, and succeeds in presenting complex information and valuable insights in a form that educators, students and concerned laymen alike will find both highly instructive and interesting.

The authors deserve our thanks for this book and for enabling the reader to gain a better understanding of contemporary international education and human rights issues. It is my profound hope that the work by Professors Buergenthal and Torney will serve as a model for future scholarly publications emanating from the U.S. National Commission for UNESCO.

LC

1090

B771

DOCS