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(Originally published in the International Social Science Bulletin, 1949, 1, 1/2.) Discusses the integration of the social sciences into UNESCO in the immediate post-WWII period. While the need to include the social sciences was evident to all, several dilemmas were immediately raised: unrealistic expectations that the social sciences might contribute to global problems in a similar manner as the sciences; difficulties in integrating different conceptions of the social sciences developed in different regions of the world; establishing the relation of the social sciences to the humanities; & the absence of national social science organizations that might contribute to an international body. Efforts to solve these dilemmas over the organization's first 18 months are described. It is suggested that four main lines of activity were particularly fruitful: a project on tensions affecting human understanding; an international collaboration project; intensive work in political science as especially requiring international treatment; & a progressive international organization of the social sciences. D. Ryfe

UNESCO PROMOTES EDUCATION FOR INTERNATIONAL UNDERSTANDING, COOPERATION AND PEACE, HUMAN RIGHTS AND FUNDAMENTAL LIBERTIES. THE ASSOCIATED SCHOOLS PROJECT OF 1953 IS AN EXAMPLE OF A UNESCO EFFORT IN THIS AREA. THIS PAPER EVALUATES THE 1978 CONVENTION IN VIENNA, AN INTERNATIONAL CONGRESS ON THE TEACHING OF HUMAN RIGHTS.

THE IMPLEMENTATION OF HUMAN RIGHTS IN AISA REQUIRES, A REAL EFFORT TO RETHINK THE ORIGINAL AND EFFECTIVE WAYS AND MEANS OF THEIR PROTECTION. THE RETHINKING COULD COME ONLY FROM THE ASIANS THEMSELVES, SO THAT TALKING ABOUT HUMAN RIGHTS WOULD NOT LEAD TO ANY FORM OF POLITICAL OR INTELLECTUAL DEPENDENCY. AND THIS, WILL ONLY BE POSSIBLE THROUGH RESEARCH AND OBJECTIVE INFORMATION IN THE FIELD WHICH WILL PROVIDE A BASIS FOR CONCEIVING AND ESTABLISHING THE NORMS AND INSTITUTIONS ADOPTED TO SPECIFIC HUMANS RIGHTS PROBLEMS.