Educational Philosophy and Theory 39 (6):592–603 (2007)

This paper identifies and addresses some dilemmas to be faced in promoting educational projects concerned with human rights. Part of the difficulty that human rights education initiatives must cope with is the way in which value has been historically conferred upon particular notions such as freedom and justice. I argue here that a just education must grapple head‐on with the conceptual dilemmas that have been inherited and refuse to shy away from the implications of those dilemmas. To do this I address the fundamental fictions upon which rights are based and view those fictions as nonetheless useful for opening up the ethical terms of human rights education. With reference to the work of Arendt, Lyotard and Levinas, I conclude that the real potential of human rights education lies in its capacity to provoke insights that help youth live with ambiguity and dilemma, where freedom, justice, and responsibility cannot be dictated to them, but rather involve tough decisions that must be made in everyday life
Keywords responsibility  language game  human rights  freedom  ethics  justice  Levinas  Arendt  Lyotard
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DOI 10.1111/j.1469-5812.2007.00310.x
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References found in this work BETA

Collected Philosophical Papers.Emmanuel Lévinas - 1987 - Duquesne University Press.
Alterity and Transcendence.Emmanuel Lévinas - 1999 - Columbia University Press.

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‘Ethics is an Optics’: Ethical Practicality and the Exposure of Teaching.Soyoung Lee - 2019 - Journal of Philosophy of Education 53 (1):145-164.
Prioritizing Rights in the Social Justice Curriculum.James Scott Johnston - 2009 - Studies in Philosophy and Education 28 (2):119-133.

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