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ABOUT THE AUTHORS
Dr. Thomas Buergenthal is professor of international law, School of Law, University of Texas at Austin. He is a member of the Editorial Boards of the American Journal of International Law; Revue des Droits de l'Homme (Strasbourg); and Grundrechte (Strasbourg/Kehl); and Cahiers de Droit Europeen (Brussels). He is an officer of the U.S. Institute of Human Rights (N.Y.), serves on the board of directors of the International Institute of Human Rights (Strasbourg), and is a member of the U.S. National Commission for UNESCO. Professor Buergenthal has written extensively on international law and human rights topics. Among his books are International Protection of Human Rights, 1973 (with L.B. Sohn); Basic Documents on International Protection of Human Rights, 1973 (with L.B. Sohn); and Law-Making in the International Civil Aviation Organization, 1969. Professor Buergenthal is a member of the New York Bar and holds the following degrees: B.A. (1957) Bethany College (West Virginia); J.D. (1960) New York University Law School; LL.M. (1961) and S.J.D. (1968) Harvard Law School.
Dr. Judith V. Torney is associate professor of psychology, University of Illinois at Chicago Circle. She is the associate editor of the International Studies Quarterly and serves on the editorial board of the International Journal of Political Education (Amsterdam). She is a consultant to the International Education Committee of the Council of Chief State School Officers and a member of the U.S. National Commission for UNESCO. Her major published works are Civic Education in Ten Countries: An Empirical Study, 1975 (with A.N. Oppenheim and R. Farnen); Global Dimensions of U.S. Education: The Elementary School, 1972 (with D. Morris); and The Development of Political Attitudes in Children, 1967 (with R.D. Hess). Professor Torney holds the following degrees: A.B. in Psychology (1959) Stanford University; M.A. (1962) and Ph.D. (1965) in Human Development, The University of Chicago.
The US National Commission for UNESCO is a 100-member body of individuals and non-governmental organizations created by the Congress in 1946 to advise the US Government on UNESCO's programs and budget and to carry out programs in the fields of education, science and culture.
To Susan, Elizabeth and Katherine Torney and to
that some of the educational ideals
reality in their lifetime.
School of Law
Department of Psychology
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
Library of Congress Cataloging in Publication Data
International human rights and international education.
1. International education. 2. Civil rights. I. Torney, Judith V., joint author. II. Title. LC1090.B77 370.11'5 76-46510
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.
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.
Lauren. D. Rachlin