David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (3):249-259 (2011)
Education lies at the heart of the Universal Declaration of Human Rights (UDHR): ‘Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms’. However, when education is mentioned in the philosophical literature on human rights, or even within the literature on educational policy, it is usually within the context of its being treated as a specific right—as education as a human right rather than human rights education. Taking rights and obligations to be intimately tied within a full human rights educational regime, I argue for the role of education in establishing and realizing freedom from poverty as a human right. The arguments for why this freedom should be considered a human right are compelling. I offer five educational moments in the human rights movement in general, and the arguments for freedom from poverty as a human right, more specifically, in my discussion of human rights education.
|Keywords||human rights education freedom from poverty as a human right negative and positive duties in human rights education|
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References found in this work BETA
Thomas Pogge (2005). World Poverty and Human Rights. Ethics and International Affairs 19 (1):1–7.
Immanuel Kant (2007). Groundwork of the Metaphysics of Morals. In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Late Modern Philosophy: Essential Readings with Commentary. Blackwell Pub. Ltd.
Immanuel Kant (1785/2002). Groundwork for the Metaphysics of Morals. Oxford University Press.
Andreas Follesdal & Thomas Pogge (eds.) (2005). Real World Justice. Grounds, Principles, Human Rights, and Social Institutions. Springer.
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