تصور مقترح لقيم حقوق الإنسان وعوامل تنميتها لدى الطالبة المعلمة في ضوء التغيرات المجتمعية المعاصرة
The current study attempts to achieve the following objectives: 1) Identification of the concept of human rights values and other related concepts in the history of human thought. 2) Identification of the contemporary social changes as well as their impacts on human rights values. 3) Developing a suggested proposal for human rights values of the female student teacher in the light of the contemporary social changes. 4) Identifying the relatedness between human rights values of the female student teacher in each major (scientific and literary) and the geographical region to which she belongs. 5) Defining the factors which nurture the value system of human rights of the female student teacher in accordance with the contemporary social changes. The researcher identified a number of values involved in the value system of human rights and applied the data collection tool (scale) to a sample of female students enrolled at the third and fourth grades in the faculty of Education, Ain Shams University. Given the nature of the current study and its main objective of developing a suggested proposal for the value system of human rights of the female student teacher in the light of the contemporary social changes, the researcher essentially depended on the descriptive methodology. The study utilized a scale of human rights values of the female student teacher in order to determine the degree of the presence of each value (always- sometimes- seldom). The sample of the study consisted of 300 female student teachers enrolled in the third and fourth grades at the faculty of Education, Ain Sham University. Findings of the Study: 1) First and foremost, the contemporary social changes turned out to have an impact on students’ human rights values, since they argue that the happiness variable comes at the middle rank, whereas the values of education, freedom, responsibility and work have a higher rank. 2) The previous studies revealed that the family plays a key role in stilling and developing human rights values within their children. Accordingly, the family factors rank first, followed by the role played by school which ranks second, together with the university which is no less important than the school. Then comes the role of mass media in promoting and inculcating human rights values. (Author’s abstract)