Index

Citation (2019), "Index", Mahmoudi, H. and Penn, M.L. (Ed.) Interdisciplinary Perspectives on Human Dignity and Human Rights, Emerald Publishing Limited, Bingley, pp. 179-185. https://doi.org/10.1108/978-1-78973-821-620191008 Publisher: Emerald Publishing Limited Copyright © 2020 Emerald Publishing Limited INDEX Index Note: Page numbers followed by “n” with numbers indicate notes. Academic theory, 104 Acting, 28 Agenda 21, 155n7 Altruistic/altruism, 39–40, 42, 152, 156–157, 159, 169–170 development, 157–160 life of service, 152 Aristocratic dignity, 6 Aspirational dignity, 6–7 Attributing human dignity, 63 Australopithecus africanus, 52 Auto-ethnography, 138n5 Avonwood Primary, 166 Axial Age, 49 consciousness of oneness of humankind, 51–53 human dignity, human spirit, and human rights, 57–58 materialistic focus in human rights and development discourse, 55–57 protection of human dignity requiring recognition of oneness of humankind, 53–54 references to human dignity proliferation, 54–55 Bahá’í community, 44–45 Barnares (see Varanasi) Bodily engagement, 112 Buddhism, 31 Camera, 110–111 Capacity, 43, 53, 79, 152, 157, 167 Center for Compassion and Altruism Research and Education (CCARE), 169 Century of light, 52 Collective consciousness of human dignity, 21–23 Collective responsibility, 82–83 Collective shame, 82–83 Colonial gaze, 111 Commodification, 117 Comportment dignity, 7 Confucianism, 31 Cornell University College of Human Ecology, 171n36 “Corporate model” of education, 32 Counter-culture of human dignity, 73 Critical discourse analysis, 36 Critical reflection, 104–105, 124 Critical reflexivity, 103–105, 123–125 Cultural/culture, 28, 74–75 codes, 36 culturally encoded meanings, 35 ethos of human dignity, 91–92 of interdependence, 77–78 of peace, 28 Curricula, 161, 165 Decentralization programs, 118 Deep frames, 37 social body frame, 39–40 social command frame, 38 social contest frame, 38–39 Democracy, 25, 53, 154, 166 Democratic societies, 38 Development altruistic, 157–160 moral, 39, 152, 157n12, 158–159 sustainable, 152 Dignitary harms, 20 Dignity, 132 dignity-denial, 3 violations, 44 Dignity jurisprudence, workable model for, 96–98 Discourse of human dignity, 35–36 power through, 106–107 Discursive power, 106, 113, 127 Diyat, 84 Documentary, 115 filmmaking, 106 Documentary film, 103–104, 106–108, 110, 112–113, 125, 127 camera and visual gaze, 111–112 critical reflexivity, 123–125 Give to Live (2015), 107–110, 125–127 Half the Sky, 107, 109–110 Kony 2012, 107–109 and representation, 110 representation and filming, 113–115 science and objectivity, 112–113 sensuous, 112 significance, 107 Documentary film praxis, 116 appropriation of story, 119–123 expert knowledge, 116–117 over-simplification, 117–119 Earth Charter, 154, 166, 171 Ecological integrity, 154 Economic empowerment, 86 Education corporate model of, 32 educational reform, 152 global citizenship, 156 for life of service, 159–160 Education for sustainable development (ESD), 159 Empathy, 111, 157 English for Speakers of Other Languages (ESOL), 133 “Essential attributes” approach, 63 Eudaimonistic judgments, 57 Eunomia, 29 Euthanasia, 4, 9 Evil, human, 7–9 Family honor, 79 Fatwas, 85 Female honor, 79–80 Feminist feminist movement, religious interpretative tools for, 88–89 methodology, 124 Film, 104 filming, 113–115 filmmakers, 123 Foucauldian approach, 106 “Four Freedoms” speech (Roosevelt), 2 Frames, 37 Framing, 37 Gender, 105n6 Gender-based violence, 71, 87 Give to Live (2015), 104, 107–108, 117, 125–127 Global citizenship education, 156 Global moral identity, 154–156, 158 n118, 158–161 Globalization, 17–18, 167 Golden Rule, 30–31 Governance, 38 Guilt, 80–82 Half the Sky, 107, 109–110, 117–118, 122 Hinduism, 31 Holocaust, 21, 41 Honor killing factual basis of, 73–74 industry, 74–74 Honor-based violence, 71 actors and perceptions matter, 80 application of international law and notions, 91 collective shame and collective responsibility, 82–83 cultural ethos of human dignity, 91–92 culture of interdependence, 77–78 de-politicizing movement’s narrative, 86–87 factual basis of honor killings, 73–74 honor/shame-based culture, 78–80 judgments of deserving, 83–85 “minimum content” for human dignity, 92–93 Pakistani culture, 74–77 promoting women’s participation and representation, 89–91 reconstructing movement against honor violence in Pakistan, 85–86 religious interpretative tools for feminist movement, 88–89 religious legitimacy of gender-based violence, 87 shame and guilt, 80–82 theological concepts of human dignity and renovating Sharia, 93–96 women’s sexuality and shame, 82 workable model for “dignity jurisprudence”, 96–98 Honor-violators, 71 Hudood ordinances, 84, 88, 96 Human community, 106 Human dignity (see also Reframing human dignity), 1, 51, 57–58, 61–63 as foreshadowing human rights, 9–13 history, 1–2 and human evil, 7–9 and human rights, 63 principal senses, 62 references to human dignity proliferation, 54–55 theological concepts, 93–96 vectors and geographies, 2–7 Human dignity, 35–36 Human evil, 7–9 Human flourishing, 5–6, 25 Human moral identity, 158 Human nature, 8, 10–11, 20, 37–38 Human relationships, 23 Human rights, 20, 51, 57–58 framework, 23 human dignity and, 63 initiatives, 58 materialistic focus in, 55–57 observations, 65–66 overlapping consensus approach, 63–65 Human rights cultivation altruistic development, 157–160 CCARE, 169 education examples, 165 education for life of service, 159–160 emergence of global moral identity, 154–155 global agreements, 152–154 guiding questions, 155 integrating UN global goals into curricula, 161–165 learning system tutorial in Latin America, 168–169 recommendations, 170–171 school lunch in Japan, 169 sustainable development agreements, 151–152 UNU-IAS, 167–168 World Course curriculum, 166–167 Human spirit, 51, 53, 57–58 Humanity, 1, 7–8, 11, 17–18, 21–24, 30, 39–40, 42–44, 53–54, 152–153, 156 Humankind protection of human dignity requiring recognition of oneness, 53–54 twentieth century and dawn of consciousness of oneness, 51–53 Humiliation, 21 Identity, 80 Imagining communities, 110 Imams, 75 Imperialist role assigner, 58 (In)dignity via (Mis)representation: Politics, Power, and Documentary Film, 103 Individualistic or collectivist dimensions of cultural value patterns, 75 Inherent worth of human beings, 54 Inhumanity, 3, 54 Institute for Studies in Global Prosperity, 55–56 Interdependence, culture of, 77–78 Interdisciplinary K-12 curriculum, 166–167 Interfaith dialog, 31 International Covenant on Civil and Political Rights (1966), 3–4, 54, 61 International law and notions, application of, 91 International Monetary Fund, 31 Interpretive frames within discourse, 36–37 Inviolable dignity, 6 Islam, 31 Islamic jurisprudence, 88–89, 94, 97n39, 98–99n43 Jewish prophets, 50 Jirgahs, 75 Judaism, 31 Judgments, 83–85 Jurisprudence, 2, 9, 53 dignity, 96–98 Islamic, 88–89, 94, 97n39, 98–99n43 Sharia, 93–96, 98n43 Justice, 43, 57n6 Kafirs, 85 Kantian dignity, 6, 9 Kari (Blackened woman), 74 Karo (Blackened man), 74 Kashi (see Varanasi) Kony 2012 (2012), 104, 107–109, 117–119, 122 Latin America, learning system tutorial in, 168–169 Law international, 91 Pakistani, 84 Sharia, 73, 85, 92 Leadership, 38 Learning process, 151 system tutorial in Latin America, 168–169 “Learning-by-doing” methodology, 168 Liberal democracy, 53, 63 Life of dignity, 66 Life of Service, 156 education for, 159–160 Lines of action, 23 “Looking glass self” (Cooley’s concept), 76–77 Lord’s Resistance Army (LRA), 107–108, 122 “Love and Barriers to Love” (Bergner), 57 Lynch justice, 84, 98 Margaret Garner’s story, 9n6 Masculine honor, 79 Media, 110–111 Meritorious dignity, 7 Millennium Development Goals, 153, 155 Mind, 50 (Mis)representations, 104 Mob mentality, 84 Modernity, 111 Modus vivendi, 63–64 Moral development, 39, 152, 157n12, 158–159 dialog, 32 framework, 155 identify formation, 151n1 qualities, 6 relativism, 158 n118 Mortal vulnerability, 5 Movement’s narrative, de-politicizing, 86–87 Muslim honor culture, 80 Mutualism, 38 National Resistance Movement, 119 Nazis, hubris and inhumanity of, 54 Non-governmental organizations (NGOs), 109 Objectivity, 105, 112–113 Oppressed groups, 82 Organic bodies, 42 Organic hierarchy, 43 Orthodoxy, 31 Over-simplification, 117–119 Overlapping consensus approach, 63–65 Pakistan Pakistani culture, 75–77, 79, 81 Pakistani law, 84 Pakistani social codes, laws, or law enforcement processes, 83 reconstructing movement against honor violence in, 85–86 Paradox of appropriation, 119 Paris Agreement for Climate Change, 151, 154 Pashtun-majority areas, 75 Peace, 29, 33, 152, 154 acts of, 166 culture of, 28 principles of, 29 Penal Code provisions, 84 Pluralistic “minimum content” of human dignity, 73 Political conception of justice, 63–64 empowerment, 86 legal, and religious factors of honor-based violence, 83–85 Positive psychology, 157 Possession, 117 Post-colonial gaze, 111 Postcolonial scholarship, 104n4 Power through discourse, 106–107 Principle of human dignity, 27–29 creation, 30–32 needs, 29–30 Principles of peace, 29 Productive power, 107 Promise of World Peace, The, 29 Psycho-cultural forces, 71–72 Public Broadcasting Service (PBS), 107, 110 Public morality, 94, 96, 98–99n43 Qadhf provision, 98 Qisas, 84 Racism, 21 Rationalism method, 29 Reflexivity, 104, 124 critical, 105–106, 123–125 Reframing human dignity (see also Human dignity), 35, 40 deep frames, 37–40 interpretive frames within discourse, 36–37 meaning and discourse, 35–36 practical implications, 43–45 within social body frame, 41–43 within social command frame, 40–41 within social contest frame, 41 Religion, 2, 5, 10–11, 28, 31, 65, 76–77, 84, 88–89, 158, 166 Religious interpretative tools for feminist movement, 88–89 Representation and filming, 113–115 Reputation as honor, 77 Right to choose, 4 Rights-denial, 3 Rural Pakistan, 75 Scaffolding, 37 Scholarship, 104, 158 School lunch in Japan, 169 Science, 112–113 Security human, 51, 58n7 physical, 29, 58 Self-esteem, 77–78 Service-learning approach, 169 Shame, 80–83 culture, 72 sanctions, 84–85, 95 Sharia jurisprudence, 93–96, 98n43 law, 73, 85, 92 renovating, 93–96 Sistema De Aprendizaje Tutorial program (SAT program), 168–169 Slavery, 3, 8–9 Slum tourism, 111 Social body frame, 39–40 human dignity within, 41–43 Social capacities, 106 Social command frame, 38 human dignity within, 40–41 Social contest frame, 38–39 human dignity within, 41 Social Darwinism, 38–39 Social esteem, 78 Social injustice, 22 Social interactions, 78–79 Social intimidation, 80 Social order, 23–25, 42 Society, 38–39 Socio-structural forces, 71–72 Sociology-of-knowing approach, 104 Solidarity, 156 Speaking, 28 State-sponsored gender victimization, 84 “Strength-based” thinking, 157 Subjectivities, 106 Substantive conception of dignity, 62 Superego, 157n12 Surface frames, 37 Sustainable development, 152 Sustainable Development Agenda (2030), 151 Sustainable Development Goals (SDGs), 152–153, 156, 159, 162, 165, 167, 170 Symbiosis, 38 Taoism, 31 Teachers emergence as transcultural messengers inhabitants, 131–132 Li and Tomoko case study, 138–147 Omékongo case study, 136–138 Sonia case study, 133–135 Teaching children as service, 160 Theory of gradualism, 88n25 Therborn’s analysis, 18–19 Think Tank on Global Education, 167–168 Thinking, 28 “Top-down” approach, 24 Traditional Catholic dignity, 6 Transcultural Education Theory, 132n2 Transplanetary process, 18 Ubuntu Declaration on Education, 159 Ultra-Orthodox Judaism, 4 “Uncontaminated” civilizations, 113 United Nations, 22 United Nations Children’s Emergency Fund (UNICEF), 31 United Nations Educational, Scientific and Cultural Organization (UNESCO), 31, 156, 159, 159n18, 165, 165n24 United Nations University: Institute for Advanced Study of Sustainability (UNU-IAS), 167–168 Universal consciousness of human dignity, 17, 19–21 collective consciousness, 21–23 one people, 18–19 rethinking relationships, 23–25 Universal Declaration of Human Rights, 2, 19, 22, 27, 52, 54, 61 Universalistic “minimum content” of human dignity, 73 Ur-principle, 63 Usul al-fiqh principles, 88n26 Varanasi, 141 Vienna Declaration (1993), 61 Violence, 80 Violent punishment, 84 Visual gaze, 110–111 Voiceless, 122 Waderos, 75 Wasteland (2010), 124 Well-being, 39 Western Christianity, 31 “Win–win” cooperation, 153 Women literacy and scholarship, 90–91 making room for male advocacy, 91 participation and representation, 89–90 promotion, 89–91 sexuality, 82 “Woman as commodity” concept, 71 World Course curriculum, 166–167 World Health Organization, 31 World Human Rights Conference, 61 World Literacy Canada (WLC), 141 World order, 27, 31 Zina, 95, 97n39, 97n41, 98n43 Book Chapters Prelims Introduction Section One: Theory/Discourse Chapter 1: Universal Consciousness of Human Dignity Chapter 2: Toward a Principle of Human Dignity Chapter 3: Reframing Human Dignity Chapter 4: Promoting Human Rights and Human Dignity in an Axial Age Chapter 5: How does Dignity Ground Human Rights? Section Two: Practice/Action Chapter 6: Honor-based Violence in Pakistan and Its Eradication through the Development of Cultural and Jurisprudential Ethos of Human Dignity Chapter 7: (In)Dignity via (Mis)Representation: Politics, Power, and Documentary Film Chapter 8: Dignifying Education: The Emergence of Teachers as Transcultural Messengers Chapter 9: Cultivating Human Rights by Nurturing Altruism and a Life of Service: Integrating UN Sustainable Development Goals into School Curricula Afterword Index

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