Viara Gyurova
Sofia University
https://doi.org/10.53656/ped2022-6.03
Abstract. The XXI century poses serious challenges for teachers related to the different competences (“literacies”) that they must have in order to be able to meet social expectations. Among the educational tasks of primary importance is the formation of students as citizens of the XXI century: citizens of their own countries and of their democratic societies, of Europe (in case they live in a member state of the European
Union), and of the world. This task requires from teachers to rethink their work through
the prism of a modern culture of human and children’s rights. This is especially important
in the context of children's rights and the requirements for educators defined by Janusz
Korczak. Working with students on these tasks makes it possible for teachers to apply in
practice the modern approach (principle and tendency) of “learner-oriented education”.
In particular, it means that teachers have to answer a few basic questions (as a result
of a purposeful reflection based on J. Korczak's insights on children and their rights): Whom do they teach? Who teaches? What do they teach? How do they teach? What kind of an educational and training process do they realize, and in what environment? What and how do they assess? The answer to these questions is the essence of a teacher's
professional philosophy which is based on his/her culture of human and children’s rights.
Keywords: children's rights; children's rights culture; teacher competences
