A/HRC/35/6 against extremism needed to target all forms of extremism and adopt a multidisciplinary approach that addressed the main causes, such as lack of empathy and the inability to think critically. 22. The Executive Director emphasized that human rights education and tolerance were the best response to radicalization and violent extremism. He mentioned the efforts of the Centre to develop critical thinking skills and reintegrate individuals who were drifting away from society and emphasized that those strategies would be of little use if they were implemented without a strong human rights component. He highlighted the need to motivate young people to participate in democratic life; to sensitize them to human rights, civil liberties and discrimination issues; to foster attitudes and behaviour of openness and respect for diversity; and to facilitate action against discriminatory practices. IV. Summary of the discussion 23. During the ensuing discussion, contributions were made by representatives of Argentina, Australia, Bolivia (Plurinational State of), Botswana, the Dominican Republic (on behalf of the Community of Latin American and Caribbean States), Ecuador, Greece, Indonesia, Kyrgyzstan, Morocco (on behalf of the International Organization of la Francophonie), Pakistan (on behalf of the Organization of Islamic Cooperation), Paraguay, Poland, Qatar, the Congo, the Russian Federation, Saudi Arabia (on behalf of the Gulf Cooperation Council), Slovenia, South Africa (on behalf of the African Group), Switzerland, Thailand, Timor-Leste (on behalf of the Community of Portuguese Language Countries) and Viet Nam, as well as the European Union. 24. Representatives of the Council of Europe and two human rights institutions, the Global Alliance of National Human Rights Institutions and the Danish Institute for Human Rights, contributed to the discussion. 25. Representatives of the following NGOs also took the floor: American Association of Jurists (on behalf of eight NGOs), International Organization for the Right to Education and Freedom of Education (on behalf of the NGO Working Group on Human Rights Education and Learning), Norwegian Refugee Council and Soka Gakkai International (on behalf of HRE2020 Global Coalition for Human Rights Education). A. General observations 26. Several delegates emphasized that human rights education was a prerequisite for realizing all human rights. Human rights embody a set of values that guarantee respect for dignity and equality for all, and can only be exercised and protected if all people know them. In that regard, delegates highlighted the value of the United Nations Declaration for Human Rights Education and Training in articulating that “everyone has the right to know, seek and receive information about all human rights and fundamental freedoms and … access to human rights education and training” (art. 1). They noted that the Declaration had played a very important role in highlighting the right to human rights education, and they welcomed the panel discussion as an excellent opportunity to reaffirm that right as well as the fundamental role of human rights education in the promotion, protection and effective realization of all human rights. 27. Human rights education is a lifelong process that concerns all ages and all parts of society at all levels. It develops the knowledge and skills of learners to promote, defend and apply human rights in their daily lives. Several delegates stressed the need for a sound methodology that was participatory, learner-centred, action-oriented and took into account different cultural contexts. A few delegates drew attention to the Declaration, which states that human rights education and training encompasses education about human rights, through human rights and for human rights, including learning and teaching in a way that respects the rights of both educators and learners (art. 2 (2)). The Declaration also called upon States to create a safe and enabling learning environment, in which the human rights and fundamental freedoms of all, including those engaged in the process, were fully protected (art. 7 (2)). Other delegates underlined the importance of evaluation, including the 6