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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DOI 10.1111/j.1469-5812.2009.00595.x
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Groundwork for the Metaphysics of Morals.Immanuel Kant - 1785/2002 - Oxford University Press.
World Poverty and Human Rights.Thomas Pogge - 2002 - Ethics and International Affairs 19 (1):1-7.
Groundwork of the Metaphysics of Morals.Immanuel Kant - 1785 - In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Late Modern Philosophy: Essential Readings with Commentary. Blackwell.
World Poverty and Human Rights.Thomas Pogge - 2002 - Ethical Theory and Moral Practice 6 (4):455-458.

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