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As a consequence of some previous theoretical work, this paper analyses children's experience of rights. The project "Growing with Rights", was carried out via Internet in sixteen Spanish primary schools. More than seven hundred pupils (10 to 12 years old) and thirty teachers took part in it. The project was grounded on the idea that children's rights aim to promote the image of boys and girls as active agents. So, when teaching rights we must depart from an open dialogue on the personal experience they have about their own rights. In the paper,

This study has been undertaken within the context of education for human rights, in order to identify, collect and analyse the values of a multicultural and cosmopolitan education. It is expected that this study will contribute to the renewal of teaching methods which need constant up-dating in keeping with the demand for new knowledge with the necessary change in behaviour patterns and attitudes of pupils for a new society to which they will belong

If we try to discover the educational power of Human Rights, attention should be paid to the value and meaning of Human Rights, to the reasons for and against them, to the possibility of their being enacted, and to their foundations. This discussion is the best way to build a plural civic education, viewed as moral education. This latter must necessarily be carried out relaying on social action in addition to school education.

To have democratic and pluralistic societies we need some values, rights and attitudes to improve our living together. We assume the dignity of every one as human being and so that we relate our text to the Universal Declaration of Human Rights. But those are not enough. We need to be involved, to participate and have duties and responsibilities in our society. In this context, the school system has to take into account all these considerations to have citizens where their rights are respected and are able to have responsibilities and trained to

The present paper criticizes the current conditions imposed on poorer countries in their path to economic development, describes a number of cooperation models and presents a new conception of human development. It focuses on education for cooperative development. People's growth and development requires the preparation and training of those involved in the task. The education for cooperative development is approached from a moral perspective and, more specifically, from the perspective of education for compassion. Finally, a number of strategies

The human rights of the third generation affirms the claim on the heritage of all to whom its denial precludes the practicability of purpose. People in the industrialized countries rightly, of course, deplore any insensitivity to the rights they have come to cherish. Ecological damage emerges from a lack of solidarity. The activities of solidarity are going to be essential in the ever-changing and uncertain society of the future.

In the developed countries it has been established a clear distinction between rights and liberties. In the welfare state there is a permanent focus to human rights. Thinking things over the human rights head the social dimension of the human being. Fifty years after the Universal Declaration of Human Rights we are ready to ask for a new discipline in education such as "Education for development". This proposal could be studied in two different and complementary ways: a) The relationship between the right to education and information society. b)