This paper examines ways to support improvements to classes via“knowledge- and skilloriented priority rankings,” which are a symbolic aspect of participatory human rights learning. A knowledge analysis of class records was performed with a focus on the technical aspects of priority rankings. Also, the rounded theory approach was used to organize learners’cognitive process and, based on learners’ process of cognitive formation, determine possible improvements to lessons. We propose a viewpoint based on assistance by facilitators.

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