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首页> 外文期刊>Studies in Philosophy and Education >The Universal Right to Education: Freedom, Equality and Fraternity
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The Universal Right to Education: Freedom, Equality and Fraternity

机译：普遍受教育权：自由，平等和博爱

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The overall aim of the article is to analyse how the universal right to education have been built, legitimized and used. And more specifically ask who is addressed by the universal right to education, and who is given access to rights and to education. The first part of the article focus on the history of declarations, the notion of the universal right to education, emphasizing differences in matters of detail—for example, the meaning of ‘compulsory’, ‘children’s rights’ or ‘parents’ rights’—and critically examining the right of the child and the right of the parent in terms of tensions between ‘social rights’ and ‘private autonomy rights’. Despite differences in detail, the iterations of the universal right to education do share to the full in the idea of education as such. In the second part the attempt to scrutinize the underlying assumptions legitimizing the consensus on education, focusing again on the notion of the child. In conclusion I argue that a certain notion of what it is to be a human being is inscribed within the circle of access to rights and education. These notions of what it means to be a child, a parent, a citizen or a member of the ‘human family’ are notions of enlightenment and humanity and, to my understanding, aspects of how democracy is configured around freedom, equality and fraternity.
机译：本文的总体目标是分析普遍的受教育权是如何建立，合法化和使用的。更具体地说，是问谁受普遍受教育权的管辖，谁获得了权利和受教育的机会。本文的第一部分关注声明的历史，普遍受教育权的概念，强调细节问题上的差异，例如“强制性”，“儿童权利”或“父母权利”的含义，并从“社会权利”与“私人自治权”之间的紧张关系出发，严格审查儿童的权利和父母的权利。尽管在细节上有所不同，但普遍的受教育权的迭代确实在教育理念上得到了充分的分享。在第二部分中，尝试审查基本假设，使对教育的共识合法化，再次关注儿童的观念。总而言之，我认为，关于人是什么的某种概念被刻在权利和教育的获取范围内。这些关于孩子，父母，公民或“人类家庭”成员的含义的概念是启蒙和人类的概念，据我所知，这是围绕自由，平等和博爱构造民主的各个方面。

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