Abstract
Arguing that everyone has a right to privacy as control overaccess to `intimate' aspects of one's life, this author draws on thework of Julie Inness to discuss children's rights to privacy inclassrooms. Even if it is agreed that pupils should exercise this right,a central point is that there may be moral or other value considerationsthat justify setting the right aside. Among selected complexities, animportant extension is the right to psychological processes throughwhich learners acquire new knowledge.
Similar content being viewed by others
References
Davis, A.: 1995, ‘Criterion-Referenced Assessment and the Development of Knowledge and Understanding’ Journal of Philosophy of Education 29(1), 3-23.
Davis, A.: 1996, ‘Who's Afraid of Assessment? Remarks on Winch and Gingell's Reply’ Journal of Philosophy of Education 30(3), 389-400.
Davis, A.J.: 1998, The Limits of Educational Assessment, Blackwell, Oxford.
Dworkin, G.: 1988, The Theory and Practice of Autonomy, Cambridge University Press, Cambridge.
Fodor, J. and LePore, E.: 1992, Holism: A Shopper's Guide, Blackwell, Oxford.
Inness, J.: 1992, Privacy, Intimacy and Isolation, Oxford University Press, New York.
Schoeman, F. (ed.): 1984, Philosophical Dimensions of Privacy, Cambridge University Press, Cambridge.
Sprigge, T.: 1988, The Rational Foundation of Ethics, Routledge and Kegan Paul, London.
Thompson, J.: 1975, ‘The Right to Privacy’ Philosophy and Public Affairs 4(4), 295-314.
Westin, A.: 1984, ‘The Origins of Modern Claims to Privacy’ in F. Schoeman (ed.), Philosophical Dimensions of Privacy, Cambridge University Press, Cambridge.