Citation

(2019), "Index", Mahmoudi, H. and Penn, M.L. (Ed.) Interdisciplinary Perspectives on Human Dignity and Human Rights, Emerald Publishing Limited, Leeds, pp. 179-185. https://doi.org/10.1108/978-1-78973-821-620191008

Publisher

:

Emerald Publishing Limited

Copyright © 2020 Emerald Publishing Limited

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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