a plea for a child-orientated ethics of childhood
DOI:
https://doi.org/10.12957/childphilo.2025.88327Palabras clave:
ética de la infancia, visión liberal estándar, visión social constructivista, filosofía con niños, privacidadResumen
¿Qué debemos enseñar a los niños desde un punto de vista ético? ¿Cómo debería ser una ética de la infancia? Las respuestas dependen de cómo se conceptualice la distinción niño-adulto y de las conclusiones normativas que se extraigan de ella. Este artículo examina críticamente dos interpretaciones influyentes: la visión liberal estándar (LSV), que utiliza la autonomía y la racionalidad como puntos de referencia éticos, y la visión constructivista social (SCV), que considera la distinción niño-adulto como construida socialmente, poniendo de relieve las desigualdades y la marginación. Sin embargo, ambos marcos se enfrentan a importantes dificultades a la hora de justificar sus pretensiones normativas. Para abordar estas limitaciones, este documento propone un enfoque novedoso, inspirado en la ética del discurso y basado en la teoría del significado de Grice. Este marco no sólo respeta la autonomía y la racionalidad de los niños, sino que también proporcionar una base no arbitraria para sus reivindicaciones éticas. Al integrar las perspectivas de los niños a través del diálogo filosófico, este enfoque desafía la dinámica de poder tradicional y reconoce a los niños como voces autorizadas en los debates éticos. El poder del marco se ilustra con un análisis de las opiniones de los niños sobre la privacidad, que revela cómo sus perspectivas únicas enriquecen los debates éticos.
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