Call generalism about children’s and adults’ wellbeing the thesis that the same theory of wellbeing applies to both children and adults. Our goal is to examine whether generalism is true. While this question has not received much attention in the past, it has recently been suggested that generalism is likely to be false and that we need to elaborate different theories of children’s and adults’ wellbeing. In this paper, we defend generalism against the main objections it faces and make a (...) positive case for it. (shrink)

A troubling paradox of sorts may be thought to lie at the heart of the child–parent relationship. This supposed paradox consists in an apparent incompatibility of the goods afforded by that relatio...

If a child’s well-being is at risk of considerable harm within their own family, state institutions usually intervene. In severe cases, the parents’ right to rear is suspended. Cases of risk assessment and potential state intervention are decided within a conflict between parents’ rights and claims of children for protection. There is, we argue, a standard model of normative assessment underlying these decisions: It rests on premises rooted in classic liberal political philosophy, which is prevalent in many Western societies, such (...) as a strong commitment to individualism, a separation of private and public, or a conceptualization of children as lacking the status of full right holders. We proceed in three steps. Based on cases in social work and child welfare offices, firstly, the article proposes an inductive approach to describe the problem. Second, we point out the most critical problems and shortcomings of the standard model. On this basis, third, we develop an alternative, pragmatistic perspective on child welfare and state intervention. It argues that child welfare must be understood more broadly as a societal concern than merely as a matter of the legitimacy of state intervention. A practice-oriented section follows to show what conclusions can be drawn from our alternative model. (shrink)

To what extent does the common claim that childhood is ‘socially constructed’ affect the ethical debate on the ‘intrinsic’ and ‘special’ goods of childhood? Philosophers have referred to this kind of goods in their critique of overly adult-centred and future-oriented conceptions of childhood. The view that some goods are child-specific, in the sense that they are only good for children, not for adults, seems to presuppose an understanding of what children ‘are’, and how they differ from adults. However, if the (...) social-constructionist view is accepted, it cannot be assumed that childhood is a given. This essay claims that the social-constructionist understanding of childhood does not undermine the debate on the moral status and the goods of childhood, but that nevertheless important lessons can be drawn from the insight that childhood, as we know it, is not a natural and universal phenomenon. (shrink)

In philosophy, there are two competitor views about the nature and value of childhood: The first is the traditional, deficiency, view, according to which children are mere unfinished adults. The second is a view that has recently become increasingly popular amongst philosophers, and according to which children, perhaps in virtue of their biological features, have special and valuable capacities, and, more generally, privileged access to some sources of value. This article provides a conceptual map of these views and their possible (...) interpretations, and notes their bearing on issues of population ethics and on the duties that we are owed during childhood. (shrink)

The question of the basis of human equality has recently gained increasing attention. However, much of the literature has focused on whether persons—understood as fully competent adults—have equal moral status, while relatively less attention has been devoted to the analysis of what grounds the equal moral status of those human beings who are not fully competent adults. This paper contributes to this debate by addressing the question of the equality of moral status between adults and children. Specifically, this paper has (...) three aims. First, it provides a conceptual map of this complex issue. Second, it argues that the challenges that have been raised against standard accounts of persons’ equal moral status are even more forceful when applied to the question of adults and children’s moral equality. Finally, it examines what a commitment to adults and children’s moral _inequality_ entails and what it does not, thereby showing that the justificatory role of the principle of moral equality is not as far-reaching as commonly assumed. (shrink)

This brief introduction frames a guest-edited collection of eleven contributed articles in the Journal of Global Ethics focused on global justice and childhood. On a general level, there is widespread consensus that there is a strong need for improvement in the lives of children around the globe. What global justice demands in this regard, however, has never been fleshed out in detail and there is only a little philosophical literature on this topic. Against this background, five aspects of the question (...) of global justice for children need to be addressed. First, one has to take into account the debate between cosmopolitanism and particularism, as well as the debate as to whether and to what extent individual, collective or institutional actors should be prioritized. Secondly, a theory of global justice for children must explain how the content of global justice for children is founded and justified, and what it comprises. Third, different principles can be used to assess global justice for children. Only two prominent alternatives are mentioned here: egalitarianism and sufficiency. Fourthly, the temporal dimension of global justice is of particular importance for children. Fifthly, an approach focusing on the examination of injustices is equally necessary. (shrink)

In recent years, many scholars have offered innovative accounts of social categories such as gender, race, and disability. By contrast, comparatively little work has been done on the category of children. The goal of our paper is to offer a new account of what children are. We start by discussing the two main accounts that have been put forward so far in the literature: naturalistic accounts and normative accounts. According to the former, to be a child is a matter of (...) possessing, or lacking, some ‘natural’ and ‘objective’ properties. According to the latter, to be a child is to possess a particular normative status. We argue that both naturalistic and normative accounts are subject to a variety of objections. We then propose our own social constructivist account. According to it, to be a child in any given society is to be regarded by the dominant ideology of that society as the target of a set of broadly paternalistic norms, in virtue of the possession of a cluster of natural properties such that, according to the dominant ideology of that society, it is justified to subject that individual to such norms. We conclude our paper by showing that our account meets the criteria of success for an account of what it is to be a child and by addressing some objections. (shrink)

This Reply offers my answers to Cheshire Calhoun’s, Elizabeth Brake’s, and Monika Betzler’s wonderful contributions to the Criminal Law and Philosophy symposium on Being Sure of Each Other (2020). Their contributions focus respectively on the conceptual and normative foundations of my defence of our human rights to have adequate social inclusion, the harms that might flow from recognising such rights as human rights, and the impact such rights can have on our most intimate relations. My replies aim both to clarify (...) and solidify the argumentative basis for my account and to show that whatever harms and wrongs might dog the recognition of social human rights are nothing compared to the injustices that flow–and have long-flowed–from ignoring or attacking these rights. (shrink)

What makes the categorisation of a human collective morally relevant? How does the categorisation of individuals into groups affect their social status and treatment? This article provides an account of the moral relevance of social categories and assesses the status of “childhood” within this framework. It distinguishes morally relevant social categories (labelled as social groups) through three conditions: first, individuals are externally ascribed to the social category; second, the properties of the social category are reified through the social construction of (...) its definition; and, third, the social category predetermines the normative treatment owed to the individuals ascribed. The existence of these three characteristics in the construction of a social category entails that the individuals ascribed may be affected by unjust constraints and restrictions on their lives and choices, thus, requiring a re-evaluation of how their social grouping frames their status and treatment. The article claims that the “childhood” social category complies with the three conditions (ascription, reification, and normativisation). This implies that individuals categorised as “children” may suffer from unjust constraints and restrictions based on their social categorisation. (shrink)

Children are among the few social groups that are systematically and universally disenfranchised. Although children are citizens worthy of equal moral treatment and rights, their right to vote is restricted in almost all states, and this is seen as legitimate by most democratic theories. What is particular about childhood that justifies the restriction of their right to vote? How can democratic systems legitimise the exclusion of a section of their citizenry? This article provides a critical analysis of the principles that (...) ground child disenfranchisement, and of the allocative mechanisms proposed for restricting the right to vote. It shows that most arguments in favour of child disenfranchisement are unsatisfactory, as they are inconsistently used to target the child population (but not other groups) or are incompatible with a commitment to equality. Among the principles for child disenfranchisement, only those that appeal to political incompetence may be valid for excluding children. Regarding the allocative method of exclusion, this article shows that age thresholds cannot be justified to restrict franchise, and that, while competence tests fare better in theory, there may be issues of implementation. The article contributes by providing a clear and systematic analysis of the core arguments in favour of child disenfranchisement, and the conditions that must be met to justify such a practice. (shrink)

Bis vor wenigen Jahren hätte ein Beitrag zur Familienethik mit einem Hinweis darauf begonnen, dass es sich dabei um ein philosophisches Forschungsdesiderat handelt. In der Zwischenzeit hat sich die Situation merklich verändert: Zahlreiche Sammelbände, Monographien und Aufsätze zeugen davon, dass sich die Familienethik zunehmender Beachtung erfreut und die Beziehung zwischen Eltern und Kindern ebenso wie die Rechte und Pflichten von Eltern und Kindern untereinander eine eingehendere Analyse verdienen. In dieser Einleitung werden einige gesellschaftliche und innerphilosophische Entwicklungen skizziert, die zur zunehmenden (...) Beachtung der Familienethik geführt haben. Darüber hinaus wird ein Überblick über die Beiträge des Schwerpunktes gegeben. (shrink)

ABSTRACTChildren are often perceived to be less credible testifiers than adults. Their inexperience and affinity for play can provide reason to question their credibility and sincerity as truth tellers. The discrediting of children's testimonial claims can, however, result in an injustice when it stems from an uncritical age-related identity prejudice. This injustice can lead to several consequences varying in severity, with the worst cases leading to their deaths. More commonly, and especially when this injustice is considered in combination with other (...) intersectional identities, it has the potential to render these children invisible. In this paper, we discuss common domains within which children can face epistemic injustice when testifying about their experiences. The heart of the paper explores the most severe instances of epistemic injustices by reviewing three cases where children with intersectional identities died after their testimony was not believed. The paper concludes by emphasizing some of the important considerations that a recognition of intersectionality brings to the current discussion. (shrink)