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Childhood looms large in our understanding of human life, as a
phase through which all adults have passed. Childhood is
foundational to the development of selfhood, the formation of
interests, values and skills and to the lifespan as a whole.
Understanding what it is like to be a child, and what differences
childhood makes, are thus essential for any broader understanding
of the human condition. The Routledge Handbook of the Philosophy of
Childhood and Children is an outstanding reference source for the
key topics, problems and debates in this crucial and exciting field
and is the first collection of its kind. Comprising over thirty
chapters by a team of international contributors the Handbook is
divided into five parts: * Being a child * Childhood and moral
status * Parents and children * Children in society * Children and
the state. Questions covered include: What is a child? Is childhood
a uniquely valuable state, and if so why? Can we generalize about
the goods of childhood? What rights do children have, and are they
different from adults' rights? What (if anything) gives people a
right to parent? What role, if any, ought biology to play in
determining who has the right to parent a particular child? What
kind of rights can parents legitimately exercise over their
children? What roles do relationships with siblings and friends
play in the shaping of childhoods? How should we think about
sexuality and disability in childhood, and about racialised
children? How should society manage the education of children? How
are children's lives affected by being taken into social care? The
Routledge Handbook of the Philosophy of Childhood and Children is
essential reading for students and researchers in philosophy of
childhood, political philosophy and ethics as well as those in
related disciplines such as education, psychology, sociology,
social policy, law, social work, youth work, neuroscience and
anthropology.
This volume brings together a range of theoretical responses to
issues in Irish politics. Its organising ideas: recognition,
equality, and democracy set the terms of political debate within
both jurisdictions. For some, there are significant tensions
between the grammar of recognition, concerned with esteem, respect
and the symbolic aspects of social life, and the logic of equality,
which is primarily concerned with the distribution of material
resources and formal opportunities, while for others, tensions are
produced rather by certain interpretations of these ideas while
alternative readings may, by contrast, serve as the basis for a
systematic account of social and political inequality. The essays
in this collection will explore these interconnections with
reference to the politics of Northern Ireland and the Republic. The
Republic has gone through a period in which its constitution was
the focus for a liberal politics aimed at securing personal
autonomy, while Northern Ireland's political landscape has been
shaped by the problem of securing political autonomy and democratic
legitimacy. While the papers address key questions facing each
particular polity, the issues themselves have resonances for
politics on each side of the border.
This volume brings together a range of theoretical responses to
issues in Irish politics. Its organising ideas: recognition,
equality, and democracy set the terms of political debate within
both jurisdictions. For some, there are significant tensions
between the grammar of recognition, concerned with esteem, respect
and the symbolic aspects of social life, and the logic of equality,
which is primarily concerned with the distribution of material
resources and formal opportunities, while for others, tensions are
produced rather by certain interpretations of these ideas while
alternative readings may, by contrast, serve as the basis for a
systematic account of social and political inequality. The essays
in this collection will explore these interconnections with
reference to the politics of Northern Ireland and the Republic. The
Republic has gone through a period in which its constitution was
the focus for a liberal politics aimed at securing personal
autonomy, while Northern Ireland's political landscape has been
shaped by the problem of securing political autonomy and democratic
legitimacy. While the papers address key questions facing each
particular polity, the issues themselves have resonances for
politics on each side of the border.
Childhood looms large in our understanding of human life, as a
phase through which all adults have passed. Childhood is
foundational to the development of selfhood, the formation of
interests, values and skills and to the lifespan as a whole.
Understanding what it is like to be a child, and what differences
childhood makes, are thus essential for any broader understanding
of the human condition. The Routledge Handbook of the Philosophy of
Childhood and Children is an outstanding reference source for the
key topics, problems and debates in this crucial and exciting field
and is the first collection of its kind. Comprising over thirty
chapters by a team of international contributors the Handbook is
divided into five parts: * Being a child * Childhood and moral
status * Parents and children * Children in society * Children and
the state. Questions covered include: What is a child? Is childhood
a uniquely valuable state, and if so why? Can we generalize about
the goods of childhood? What rights do children have, and are they
different from adults' rights? What (if anything) gives people a
right to parent? What role, if any, ought biology to play in
determining who has the right to parent a particular child? What
kind of rights can parents legitimately exercise over their
children? What roles do relationships with siblings and friends
play in the shaping of childhoods? How should we think about
sexuality and disability in childhood, and about racialised
children? How should society manage the education of children? How
are children's lives affected by being taken into social care? The
Routledge Handbook of the Philosophy of Childhood and Children is
essential reading for students and researchers in philosophy of
childhood, political philosophy and ethics as well as those in
related disciplines such as education, psychology, sociology,
social policy, law, social work, youth work, neuroscience and
anthropology.
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