Human rights and the rights of the child, a panoramic view

Abstract

Recognizing the importance of the universal rights of children is critical in a differentiated and pluralist world, which, in coming together through the increase of global economic interdependence and consequent changes, will require a breadth of talents to maintain peace and cooperation. The paper draws on research from historical perspectives on human rights and the rights of the child. It proposes an analysis of children’s rights as both positive and negative human rights that, in the case of the context of the right to an education, should include instructional practices that respect developmental, cognitive and intellectual capacities.

Keywords:

• Human rights
• children’s rights
• constructivism
• social constructivism
• international relations
• educational psychology

Notes

1. It might be debated whether Bertalanffy (1955, 1967, 1968) would necessarily be directly categorized as a neo‐Kantian philosopher. The theorist critiques and offers perspective for a redefinition of Kantian epistemology and, in this respect, clearly shared much in common with Jean Piaget (see e.g. Piaget 1967, Bertalanffy, 1955, Kitchener, 1986).

2. Edgar H. Schein (1980) became an influential organizational psychologist when the area sought to evaluate and redefine itself throughout the 1970s; see Schein (1980), where the author references many of the classics in organizational theory and management throughout the Cold War era, including readings such as Dalton (1959) and Cartwright 1959).

3. The source referenced is from a Special Issue, in 1990, of Social Psychology Quarterly, 53(2), on Social Structure and Psychology (edited by James S. House and Jeylan T. Mortimer) which includes a range of important themes, including stratification.