Search results for 'Right to education' (try it on Scholar)

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  1.  12
    Gonzalo Jover (2001). What Does the Right to Education Mean? A Look at an International Debate From Legal, Ethical, and Pedagogical Points of View. Studies in Philosophy and Education 20 (3):213-223.
    Working from a concept of politics of education that encompasses legal,ethical and pedagogical levels of analysis, this paper presents theresults of a field work project on the meaning and current state of theright to education with a larger philosophical discourse. Talk ofeducation as a human right presupposes taking part in a horizon ofinterpretation. Projected is a view of person as a subject, i.e., assomeone not only placed in a specific context, but also as someone whois capable of (...)
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  2.  2
    Birutė Pranevičienė & Aurelija Pūraitė (2010). Right to Education in International Legal Documents. Jurisprudence 121 (3):133-156.
    The importance of the right to education reaches far beyond education itself. The right to education is recognized, promoted and protected at all levels— from local to global. The concept of each human right constitutes a dual perception—human rights are personified and there are particular duty-bearers, most often the states, which have certain obligations to preserve and protect those rights. This article summarizes governmental obligations, foreseen in international and regional legal human rights’ instruments, corresponding (...)
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  3.  2
    Birutė Pranevičienė & Agnė Margevičiūtė (2012). The Right to Religious Education in Lithuania. Jurisprudence 19 (2):443-458.
    The article analyzes preconditions of realization of the right to religious education in Lithuania during the period of compulsory education. The article consists of two parts. The essence of the freedom of thought, religion and conscience and their relation to religious education is discussed in the first part. The second part of the article analyses national legal framework related to compulsory education in the light of freedom of thought, religion and conscience. The states are (...)
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  4.  5
    Elias Hemelsoet (2012). How to Make Sense of the Right to Education? Issues From the Case of Roma People. Ethics and Education 7 (2):163-174.
    In most cases, discussions on the right to education focus on the way access to education can be warranted for all and which aims should be pursued in rather abstract terms. This article approaches the topic starting from the case of Roma people. The particularity of their living circumstances raises the question what it is that we are aiming at when trying to realize a universal right to education for them. After confronting their social practices (...)
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  5.  5
    Denise de Vito (2007). The Gap Between the Real and the Ideal: The Right to Education Amid Fiscal Equity Legislation in a Democratic Culture. Ethics and Education 2 (2):173-180.
    Lack of understanding about the relationship between federal and state educational institutions brings confusion into discussions of democracy, equity and equality in schools. The 'right to education' continues to be espoused by American society as a birthright, yet it does not figure in federal documentation. This matter has repeatedly come to the attention of legislative courts, who have insisted that the question of education as a fundamental right be addressed. Numerous court cases have attempted to bring (...)
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  6.  7
    Alan L. Lockwood (1977). Values Education and the Right to Privacy. Journal of Moral Education 7 (1):9-26.
    Abstract Values education is occasionally attacked as violative of the privacy rights of students and others. Stipulating a definition of the right to privacy, the author develops some general reasons for protecting the right to privacy. General criteria for judging the extent to which values education curricula violate privacy are established and applied to two approaches to values education. One conclusion is that not all approaches to values education should be seen as violative of (...)
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  7.  20
    Lucas Swaine (2012). The False Right to Autonomy in Education. Educational Theory 62 (1):107-124.
    The ideal of personal autonomy enjoys considerable support in educational theory, but close analysis reveals serious problems with its core analytical and psychological components. The core conception of autonomy authorizes individuals to employ their imaginations in troubling and unhealthy ways that clash with sound ideals of moral character. Lucas Swaine argues in this essay that this gives grounds to deny that the core conception of autonomy should be promoted in democratic education. What is more, according to Swaine, young citizens (...)
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  8.  5
    Tristan McCowan (2012). Is There a Universal Right to Higher Education? British Journal of Educational Studies 60 (2):111 - 128.
    Opposition to university fees is often framed as a defence of higher education as a 'right' rather than a 'privilege'. However, the basis and nature of this right is unclear. This article presents a conceptual exploration of the question, drawing on an initial analysis of international law. An argument is put forward for a right to higher education seen as one of a number of possible forms of post-school education, restricted only by a requirement (...)
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  9.  4
    Pádraig Hogan (2010). Preface to an Ethics of Education as a Practice in its Own Right. Ethics and Education 5 (2):85-98.
    Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity ? i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ?values? of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational reforms, as to (...)
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  10.  9
    Ylva Bergström (2010). The Universal Right to Education: Freedom, Equality and Fraternity. Studies in Philosophy and Education 29 (2):167-182.
  11.  25
    Daniel Lechner (2001). The Dangerous Human Right to Education. Studies in Philosophy and Education 20 (3):279-281.
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  12.  5
    I. M. M. Gregory (1973). The Right to Education. Journal of Philosophy of Education 7 (1):85–102.
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  13.  3
    Héctor Oscar Arrese Igor (2015). The Right to Education in the Fichtean Theory of Natural Right. Philosophical Forum 46 (4):403-420.
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  14.  13
    Graham Haydon (1977). The 'Right to Education' and Compulsory Schooling. Educational Philosophy and Theory 9 (1):1–15.
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  15.  2
    Mariangela Graciano & Haddad (2015). O direito humano à educação de pessoas jovens e adultas presas // The human right to education of imprisoned young and adult persons. Conjectura: Filosofia E Educação 20 (Espec):39-66.
    O presente artigo discute a educação de pessoas jovens e adultas privadas de liberdade como um direito humano. Analisa as principais normas nacional e internacionais que fundamentam esse direito e discute o modo precário como ele vem sendo implantado no Brasil, tomando por base empírica a pesquisa realizada pela organização nãogovernamental Ação Educativa e parceiros em quatro penitenciárias e quatro centros de detenção provisória do Estado de São Paulo. As informações levantadas entre os meses de outubro e novembro de 2012 (...)
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  16.  8
    Colin Wringe (1986). The Human Right to Education. Educational Philosophy and Theory 18 (2):23–33.
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  17.  1
    L. Chhaya (2014). Right to Education or Right Education? A Need to Establish an Ethical Education System Based on the Teachings of Swami Vivekananda. International Journal of Yoga - Philosophy, Psychology and Parapsychology 2 (2):25.
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  18.  6
    Gerald J. Beyer (2010). Catholic Universities, Solidarity and the Right to Education in the American Context. Journal of Catholic Social Thought 7 (1):145-179.
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  19.  6
    Marja Heimonen (2006). Justifying the Right to Music Education. Philosophy of Music Education Review 14 (2):119-141.
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  20.  3
    Hermann J. Kaiser (2006). A Response to Marja Heimonen, "Justifying the Right to Music Education&Quot. Philosophy of Music Education Review 14 (2):213-216.
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  21.  56
    David Carr (1999). Professional Education and Professional Ethics Right to Die or Duty to Live? Journal of Applied Philosophy 16 (1):33–46.
  22.  2
    Tristan McCowan (2015). A base conceitual do direito universal à educação superior // The conceptual basis of the universal right to higher education. Conjectura: Filosofia E Educação 20 (Espec):155-182.
    A oposição às taxas universitárias e a outras barreiras de acesso é, muitas vezes, encarada como uma defesa do ensino superior como um “direito”, ao invés de um “privilégio”. No entanto, a base e a natureza desse direito não são claras. Este artigo apresenta uma exploração conceitual da questão a partir de uma análise inicial do direito internacional. Apresenta um argumento a favor do direito à educação superior, visto como uma das várias formas possíveis de educação pós-escolar, restrito apenas por (...)
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  23.  2
    C. Kaplan (2010). Film Review: In Response to the Prevalence of Technology and Multimedia Sources of Information in Nursing Academia and Continuing Education for Nurses, Nursing Ethics is Opening the Traditional Book Review Section of the Journal to Occasional Review of Material From Other Media, Including Film. Films for the Humanities and Sciences, The Right to Femininity: Fighting Female Circumcision in Africa Today, Films Media Group, Cambridge Educational: Princeton, New Jersey, 2005, 46 Minutes: VHS 9781421313610, DVD 9781421324099, VHS or DVD $149.95, DVD + 3-Year Streaming $224.93, 3-Year Streaming $149.95. [REVIEW] Nursing Ethics 17 (1):146-147.
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  24. Aaron Cooley (2005). Book Review of Political Agendas for Education: From the Religious Right to the Green Party. [REVIEW] Educational Studies 37 (3):299-305.
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  25. Tristan McCowan (2012). Is There A Universal Right To Higher Education? British Journal of Educational Studies 60 (2):111-128.
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  26.  59
    Pradeep Dhillon (2011). The Role of Education in Freedom From Poverty as a Human Right. Educational Philosophy and Theory 43 (3):249-259.
    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 (...) 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. (shrink)
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  27.  51
    Robin Barrow (2009). Was Peters Nearly Right About Education? Journal of Philosophy of Education 43 (1):9-25.
    Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs to (...)
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  28.  16
    Jacques Derrida (2004). Eyes of the University: Right to Philosophy. Stanford University Press.
    Completing the translation of Derrida’s monumental work Right to Philosophy (the first part of which has already appeared under the title of Who’s Afraid of Philosophy?), Eyes of the University brings together many of the philosopher’s most important texts on the university and, more broadly, on the languages and institutions of philosophy. In addition to considerations of the implications for literature and philosophy of French becoming a state language, of Descartes’ writing of the Discourse on Method in French, and (...)
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  29.  38
    Gopal Sreenivasan (2012). A Human Right to Health? Some Inconclusive Scepticism. Aristotelian Society Supplementary Volume 86 (1):239-265.
    This paper offers four arguments against a moral human right to health, two denying that the right exists and two denying that it would be very useful (even if it did exist). One of my sceptical arguments is familiar, while the other is not.The unfamiliar argument is an argument from the nature of health. Given a realistic view of health production, a dilemma arises for the human right to health. Either a state's moral duty to preserve the (...)
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  30.  14
    Martin Gunderson (2011). Does the Human Right to Health Lack Content? Social Philosophy Today 27:49-62.
    The human right to health is crucial in the fight against global poverty. Health and an adequate standard of living are intimately connected. Poor health can make it difficult to overcome poverty, and poverty can make it difficult to attain good health. For the human right to health to be effective, however, it must have sufficient content to do the important normative work of rights. In the first part of this paper I give plausible arguments against the very (...)
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  31.  8
    Sarah M. Stitzlein (2012). The Right to Dissent and its Implications for Schooling. Educational Theory 62 (1):41-58.
    In this article Sarah Stitzlein highlights an educational right that has been largely unacknowledged in the past but has recently gained significance given renewed citizen participation in displays of public outcry on our streets and in our town halls. Dissent is typically conceived of as a negative right—a liberty that guarantees that the government will not interfere with one's public self-expression. Stitzlein argues that, insofar as the legitimacy of the state depends on obtaining the consent of the governed, (...)
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  32.  3
    Sara Radoff (2011). Crossing the Borders of Plyler V. Doe: Students Without Documentation and Their Right to Rights. Educational Studies 47 (5):436-450.
    In this article, I show that the intersection between education policy and immigration law in the United States sustains a permanent underclass and reinforces the deliberate disenfranchisement of students without authorized immigration status. I critically analyze the Supreme Court case Plyler s. Doe, and I suggest the DREAM Act as a means for these students to secure a right to rights for economic, social, and political agency. At the heart of the argument is my assertion that domiciled residency (...)
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  33. Jan Plug (ed.) (2004). Eyes of the University: Right to Philosophy 2. Stanford University Press.
    Completing the translation of Derrida's monumental work _Right to Philosophy_, _Eyes of the University_ brings together many of the philosopher's most important texts on the university and, more broadly, on the languages and institutions of philosophy. In addition to considerations of the implications for literature and philosophy of French becoming a state language, of Descartes' writing of the _Discourse on Method_ in French, and of Kant's and Schelling's philosophies of the university, the volume reflects on the current state of research (...)
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  34.  9
    Termika N. Smith (2012). To Conceal and Carry or Not to Conceal and Carry on Higher Education Campuses, That is the Question. Journal of Academic Ethics 10 (3):237-242.
    This article addresses conceal and carry laws on higher education campuses as ethical and social dilemmas. The Second Amendment reads, “A well regulated Militia, being necessary to the security of a Free State, the right of the people to keep and bear Arms, shall not be infringed” (U. S. Const. amend. II 1791 ). Proponents for conceal and carry laws on college and university campuses often interpret the Second Amendment as an overarching right to have weapons, regardless (...)
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  35. Michael Cranford (1998). Drug Testing and the Right to Privacy: Arguing the Ethics of Workplace Drug Testing. [REVIEW] Journal of Business Ethics 17 (16):1805-1815.
    As drug testing has become increasingly used to maximize corporate profits by minimizing the economic impact of employee substance abuse, numerous arguments have been advanced which draw the ethical justification for such testing into question, including the position that testing amounts to a violation of employee privacy by attempting to regulate an employee's behavior in her own home, outside the employer's legitimate sphere of control. This article first proposes that an employee's right to privacy is violated when personal information (...)
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  36.  55
    Marek Piechowiak (2011). Negatywna wolność religijna i przekonania sekularystyczne w świetle sprawy Lautsi przeciwko Włochom [Negative Religious Freedom and Secular Thought in the Light of the Case of Lautsi v. Italy]. Przegląd Sejmowy 19 (5 (106)):37-68.
    The article provides an analysis of the European Court of Human Rights judgments in the case of Lautsi v. Italy (application no. 30814/06), also known as the Italian crucifix case. The applicant claimed that displaying crucifixes in the Italian State-school classrooms attended by her children was contrary to the principle of secularism, by which she wished to bring up her children, and therefore infringed her right to ensure their education and teaching in conformity with her religious and philosophical (...)
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  37.  10
    Marilynn P. Fleckenstein (2002). The "Right to Associate" in Catholic Social Thought. Journal of Business Ethics 38 (1-2):55 - 64.
    Among the rights of workers articulated in Catholic social thought is the right to associate or the right to form associations of working persons. This right has been discussed in Church documents since the time of the publication of Rerum Novarum in 1891. It is this right that is addressed in this paper.
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  38.  33
    Pádraig Hogan (2011). The Ethical Orientations of Education as a Practice in its Own Right. Ethics and Education 6 (1):27 - 40.
    This article is the second of a two-part investigation, the first part of which was published in Ethics and Education, vol. 5, issue 2, 2010, under the title ?Preface to an ethics of education as a practice in its own right?. Although it builds on the arguments of that ?preface?, this second part of the investigation can be read as a stand-alone essay. It begins with a brief review of a new subordination of educational practice achieved by (...)
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  39.  10
    John‐Stewart Gordon (2013). Is Inclusive Education a Human Right? Journal of Law, Medicine & Ethics 41 (4):754-767.
    In this article, I question the general idea that inclusive education — i.e., to teach all students in one class — is a moral human right. The following discussion shows that the widespread view in disability studies that there is a moral human right to inclusive education can be reasonably called into question by virtue of the proposed counter arguments, but without denying that inclusive education is of utmost importance. Practically speaking, the legal human (...) to inclusive education is of great practical value for impaired students, and for their basic right to be free from discrimination in education, since their concern thereby gains great legal and moral force. But, theoretically speaking, this particular human right lacks an attainable consensus concerning proper moral justification. (shrink)
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  40.  3
    Linus Vanlaere & Chris Gastmans (2007). Ethics in Nursing Education: Learning To Reflect On Care Practices. Nursing Ethics 14 (6):758-766.
    Providing good care requires nurses to reflect critically on their nursing practices. Ethics education must provide nurses with tools to accomplish such critical reflection. It must also create a pedagogical context in which a caring attitude can be taught and cultivated. To achieve this twofold goal, we argue that the principles of a right-action approach, within which nurses conform to a number of minimum principles, must be integrated into a virtue ethics approach that cultivates a caring attitude. Ethics (...)
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  41.  42
    Anca Gheaus (forthcoming). Is There a Right to Parent? Law, Ethics and Philosophy.
    A short paper discussing the question of whether adults' interest in parenting can play a role in justifying the right to rear children.
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  42.  7
    Mark Olssen (2001). Citizenship and Education: From Alfred Marshall to Iris Marion Young. Educational Philosophy and Theory 33 (1):77–94.
    The welfare state was characterised by two central principles: universality and equality.It can be argued that the development of education in New Zealand was shaped and maintained by both these ideals.The public benefits of education were not, however, simply the sum of individual private benefits, for norms such as political or civic tolerance, literacy, or the values required for democratic functioning adhere to the quality of a community and are not reducible to, or contained in, the psychological characteristics (...)
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  43.  3
    Richard Jacobs (2010). Ensuring That Education Remains a Human Right in the United States. Journal for Peace and Justice Studies 20 (1):47-69.
    This article considers the topic of the prior parental right in the education of their children, unequivocally asserted in the United Nations’ Declaration of Human Rights . Discussion focuses upon the origins and nature of this right as it is described in Catholic Church teaching as well as the Supreme Court’s 1925 decision in Pierce v. Society of Sisters, both of which antedate and provide principled support for UDHR’s assertion. The purpose here is to use these principles (...)
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  44. Jane Fowler Morse (1993). The Ends of Education: An Historical Framework From Plato to Dewey for Analyzing Educational Reform. Dissertation, University of Kansas
    The ends of education are social and individual, promoting self-development of the full potential of each individual in three domains. The first domain is concerned with justice and self-development, the second with theoretical knowledge of abstract and empirical subjects, the third with skill in the fine and the useful arts. Plato emphasizes the role of education in forming a just society, Aristotle the development of the moral and theoretical excellences that fulfill individual roles within society. Both formulate these (...)
     
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  45. O. S. A. Richard Jacobs (2010). Ensuring That Education Remains a Human Right in the United States. Journal for Peace and Justice Studies 20 (1):47-69.
    This article considers the topic of the prior parental right in the education of their children, unequivocally asserted in the United Nations’ Declaration of Human Rights . Discussion focuses upon the origins and nature of this right as it is described in Catholic Church teaching as well as the Supreme Court’s 1925 decision in Pierce v. Society of Sisters, both of which antedate and provide principled support for UDHR’s assertion. The purpose here is to use these principles (...)
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  46. Rosangela Barcaro (2001). The Right to Die Debate: A Survey. Global Bioethics 14 (1): 85-90.
    In the present article the concept of the right to die will be analyzed in English and American literature between 1990 and 1994.
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  47.  23
    Peter Singer, The Right to Be Rich or Poor the New York Review of Books , Vol. 23, No. 2 (March 6, 1975).
    When times are hard and governments are looking for ways to reduce expenditure, a book like Anarchy, State, and Utopia is about the last thing we need. That will be the reaction of some readers to this book. It is, of course, an unfair reaction, since a work of philosophy that consists of rigorous argument and needle-sharp analysis with absolutely none of the unsupported vague waffle that characterizes too many philosophy books must be welcomed whatever we think of its conclusions. (...)
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  48. Kym Farrand (2016). Morally and Otherwise Right Lives, Education and Upbringing: A Rational Basis for Citizenship, Liberty and Peace, and a Theory About Everything. Upa.
    This book proposes a new, rationally-justified, evidence-based theory concerning values. It discusses practical applications of these universally-applicable values, especially to morality, society, education and upbringing. In doing so, it discusses sexism, sexuality, racism, freedom, politics, law, animal rights, environmental ethics, health-care, war, economics, psychology, science, literature, religion, and much more.
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  49. Geoffrey Marshall (1995). What Is Protected By The Right To Privacy? Jahrbuch für Recht Und Ethik 3.
    Arguments about constitutional and personal rights often invoke the concept of privacy. In the United States it has been said that the constitution "embodies a promise that a certain private sphere of individual liberty will be kept largely beyond the reach of government". A number of formulae has been invoked in an attempt to define the sphere of constitutional privacy. They include: Fundamental rights of interests; personal decisions and issues; important questions intimately affecting private lives; and decisions affecting education, (...)
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  50. Jan Plug (ed.) (2002). Who's Afraid of Philosophy?: Right to Philosophy 1. Stanford University Press.
    This volume reflects Jacques Derrida's engagement in the late 1970s with French political debates on the teaching of philosophy and the reform of the French university system. He was a founding member of the Research Group on the Teaching of Philosophy, an activist group that mobilized opposition to the Giscard government's proposals to "rationalize" the French educational system in 1975, and a convener of the Estates General of Philosophy, a vast gathering in 1979 of educators from across France. While addressing (...)
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