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Werner Boesen. Children's Rights and the Philosophy of Childhood: A Generational Dialogue
Children's Rights and the Philosophy of Childhood: A Generational Dialogue
Imprint
A GENERATIONAL DIALOGUE. Statics and dynamics of humankind
Preface and Acknowledgements
Introduction
The dialogue philosophic Approach
Dialogue philosophical basic concept
The dialogue
The I
The You
The ‘I-You’-Relation
The generation concept in ‘I-You’ relation
Basic rights in I-You-Relation Child - Parents
Children’s Rights: Between permanence and change. Moral Rights with view on childhood phases
Phase 1: Pre-natal phase, from procreation to birth
Phase 2: The infant and childish amnesia, age 0-3
Phase 3: The toddler, first fall in love, age 4-6
Phase 4: The middle childhood phase, age 6-12
Phase 5: Adolescence, second fall in love, age 12-17
Phase 6: Maturity
Legal rights
Religious commandments in Christianity
The mediation and enforcement of children's rights
As early as possible for children and parents
Child advocates and commissions
Surrogate family, Alloparenting, family facilities
100,000 years of human history
I & You, static and dynamic childhood development. The Right for Welfare
Children’s Rights Generation Child - Parents
Autonomy and Coercion, Good and Bad
Questions and Answers at a Glance
What is childhood?
Who carries the responsibility for a child?
Which theoretical basis is available…?
Which stages of childhood can be differentiated?
What distinguishes a generation dialogue?
What is the basic thesis of education
Which parenting conflict remains unsolvable?
What fundamental rights are missing in UNCRC?
What is the self-understanding of nature?
Which rights and duties can be deduced?
Literature
Отрывок из книги
‘I’ and ‘You’ are children of nature and cosmos, for the believers God’s children (Joh 1, 12; LUT)!
This project study was restricted to a certain number of pages. The specification was based on about 40 DIN A4 pages. It was extremely challenging for me to limit the content to this page specification and it is not enough that questions arise. I have therefore attached a questionnaire with possible answers for publication. It was also important to me to publish this work as both a German-language and English-language publication, as the childhood philosophy is underrepresented research publications in the German-speaking world.
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In particular, I would like to thank the lecturers of the project study for their contributions to the discussion and critics, as well as Dr. phil. Laura Marwood for her assistance in fine-tuning the English translation.
In fond memory of my most recent childhood, I dedicate this work to my beloved Mother and would like to thank the private, state and religious communities for their loyal education experts (Loyal’ here means committed to pure doctrine. This excludes abuse. That should be synonymous with the term ‘education expert’, but the use of a thing carries the risk of abuse). The ‘I’ grows on ‘you’!
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