Werner Boesen - Children's Rights and the Philosophy of Childhood - A Generational Dialogue

489, translated by the author, German text: Das Wissen um die Erfahrung des Ich und Du ‘geschieht dabei empirisch beim Übergang vom Ich-Sagen in der frühen Kindheit zum Ich-Erleiden in der Pubertät). A precondition for ‘I’ and ‘You’ is rational behavior that is ‘documented in reciprocal delimitation [...] especially with rationale competencies’ (ibid. p. 478). Hence the child needs an adult as a reliable advocate. Where reliability and obligation involve risks of failure, this must be hedged by public law and observed by legal authorities. The following discussions deal with different childhood phases in dialogue context and will attempt to shed light on the main important dialogue-philosophical legal positions in the relation of childhood and adulthood. The United Nations Convention on the Rights of the Child will serve as the basis for a comparison of legal positions (Commonly abbreviated to UNCRC.). Archard offers an analysis on this subject in his work with ‘Children: Rights and Childhood (‘[…] widely regarded as the first book to offer a detailed philosophical examination of children’s rights’, Archard 2015, first page after cover).’ The Basic Law of the Federal Republic of Germany is briefly discussed in relation to philosophic anthropology (see Lorenz, Kuno (2014) in: Brandt 2014 pp. 470 ‘Philosophische Anthropologie’…in general “Doctrine from mankind‘, p. 470 …reactive und reflexive discipline p. 471) and Dialogue Philosophy (See Hügli/Lübcke (2013): Dialog philosophy description for ‘dialogic thinking’ p. 189). A view on the 100,000 years of human history will indicate the archaic understanding of childhood. This study will finally explore the dynamic view of childhood based on the writings of late 18 th-century German philosopher, Immanuel Kant (main important German Philosopher, 1724-1804, see Gessmann p. 375)

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