I am increasingly supportive of the proposition that education of any kind, if it is devoid of a strong universal human rights component, can be next to worthless when it should matter most: in crisis, when our world begins to unravel.

What good was it to humanity that Josef Mengele had advanced degrees in medicine and anthropology, given that he was capable of committing the most inhuman crimes? Eight of the 15 people who planned the Holocaust at Wannsee in 1942 held PhDs. They shone academically, and yet they were profoundly toxic to the world. Radovan Karadzić was a trained psychiatrist. Pol Pot studied radio electronics in Paris. Does this matter, when neither of them showed the smallest shred of ethics and understanding?

Of course we need schools to nurture curiosity and intelligence. Knowledge of complex geometry, or molecular cell biology, or Cartesian philosophy – or thousands of other facets of the great kaleidoscope of human brilliance – can be a precious thing. But when humanity topples on the cusp of real and vicious self-destruction, we don’t necessarily need people who are smart.

We need people who are kind.  People with PhD-level compassion. People who feel joy, and generosity, and love, and who have fully integrated the values that are essential to life in freedom and dignity. We need people with a strong moral compass.

Before every child on this planet turns 9, I believe he or she should acquire a foundational understanding of human rights. And I am far from being alone in this. Sixty six years ago, the authors of the Universal Declaration of Human Rights – which is perhaps the most thoughtful and resonant international agreement of modern times – felt that human rights education would be so crucial that they wrote it into that great, foundational text. Article 26 reads “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.”

Moreover, all UN Member States have affirmed on many occasions their belief in the centrality of human rights education as a long-term strategy for the prevention of human rights violations and conflicts; for the promotion of equality and sustainable development; and to enhance people’s participation in decision-making processes. The World Programme for Human Rights Education has been set up to encourage stronger and more consistent national action. 
  
Even in kindergarten, children should learn – and experience – the fundamental human rights values of respect, equality and justice. From the earliest age, human rights education should be infused throughout the program of every school – in curricula and textbooks, policies, the training of teaching personnel, pedagogical methods and the overall learning environment.

Children need to learn what bigotry and chauvinism are, and the evil they can produce. They need to learn that blind obedience can be exploited by authority figures for wicked ends. They should also learn that they are not exceptional because of where they were born, how they look, what passport they carry, or the social class, caste or creed of their parents; they should learn that no-one is intrinsically superior to her or his fellow human beings.

Children can learn to recognise their own biases, and correct them. They can learn to redirect their own aggressive impulses and use non-violent means to resolve disputes. They can learn to be inspired by the courage of the pacifiers and by those who assist, not those who destroy. They can be guided by human rights education to make informed choices in life, to approach situations with critical and independent thought, and to empathise with other points of view.

Sadly, they must learn that the Zeppelin Field, the shadow of Buchenwald, the glint of the machete and the horror of life today in Syria, Iraq, South Sudan, Central African Republic and elsewhere – wherever we live, they are never that far away. These lessons are surely as fundamental to life on Earth as advanced calculus.

Today, at schools such as the International School of Geneva – and it should be true of every school, everywhere – children can learn that no human being can properly be defined by a single point of reference: not nationality, not ideology or religion. As the Indian economist Amartya Sen points out in his thought-provoking book Identity and Violence, every human being has many identities,  related to gender, nationality, language, location, class, religion, occupation, political beliefs and personal inclinations. As he says, “The best hope for peace in the world lies in the simple but far-reaching recognition that we all have many different associations and affiliations; we are not rigidly divided by a single categorization of hardened groups which confront each other.”

Every child should be able to grasp that this recognition of blurred and cross-cutting identities – of the wonderful diversity of individuals and cultures within our shared membership of humanity – is a source of tremendous enrichment. It is my experience that every child, after some discussion, is enthused by the famous Martin Luther King quote looking forward “to a day when people will not be judged by the colour of their skin, but by the content of their character.”
 
Children are fully able to grasp the implications of human rights. And they are able, too, to understand the power that human rights principles bestow on them. Every child can help to shape her or his universe: this is the lesson of that physically tiny and yet symbolically immensely powerful young woman, Malala, who has enriched the moral heritage of humanity. We do not have to accept the world as it is; indeed, we must not. We do not have to give in to the dark allure of hatred and violence: indeed, it is vital that we find the energy to resist it.

As we progress into this century, all of us will face moments of doubt, and even despair. We may well encounter terrible suffering. But the clarity of human rights values provides the only possible basis for solutions. And only with them can we answer Witold Pilecki’s simple question posed as he marched down that road near Auschwitz: Yes, indeed, we are all people. And it matters very much what happens to every single one of us.

May every educator become a human rights defender and every educational institution, a zone of tolerance and dignity. 

By Mr. Zeid Ra’ad Al Hussein,
United Nations High Commissioner for Human Rights (Excerpts).