How can we strike a balance between honoring parents' religious freedom and protecting the rights and development of children? And what role are institutions called upon to play in ensuring the best interests of the child? Within a perspective of law and religion, and applying international and European legal sources, the book recounts the long and troubled history of the recognition of children as autonomous subjects having their own rights, that led the UN Convention on the Rights of the Child to enshrine this principle. From this groundwork, a reflection is provided around the relationship that unites the religious freedom of parents and the rights and interests of the child, which are progressively affirmed with the development of his maturity. A relationship which can sometimes take the contours of an alliance, and sometimes those of a confrontation. Looking to the theory of capabilities, it is proposed to consider, as a possible criterion for conflict resolution, the preservation of some essential skills, knowledge and relations of the minor of age that may allow him an 'open future'. Decisive for this purpose is the educational field. Issues such as participation in school life, religious education, the use of religious symbols in classrooms or the preference for homeschooling, are re-read in light of a perspective in which families, faith communities and institutions, each with its own religious and cultural background, are called upon to work in synergy to achieve the best interests of the child.
Come coniugare il rispetto della libertà religiosa dei genitori con l’esercizio dei diritti del minore e lo sviluppo delle sue capacità? E quale ruolo sono chiamate a svolgere le istituzioni per assicurare il superiore interesse del minore? All’interno di una prospettiva di diritto e religione, e lungo il perimetro delle fonti internazionali ed europee, il volume ripercorre la lunga e travagliata vicenda del riconoscimento dei minori quali autonomi soggetti con propri diritti, fino alla consacrazione di tale principio nella Convenzione ONU sui diritti del fanciullo. Da tale presupposto, si dipana una riflessione intorno alla relazione che unisce la libertà religiosa dei genitori e i diritti e gli interessi del minore, che si affermano progressivamente con lo sviluppo della sua maturità. Una relazione che può assumere talvolta i contorni di un’alleanza, altre volte quelli di uno scontro. Prendendo a prestito la teoria delle capabilities, si propone di considerare, come possibile criterio di risoluzione dei conflitti, la salvaguardia di alcune capacità essenziali del minore, riconducibili a quelle conoscenze, competenze e relazioni umane che possono permettergli un ‘futuro aperto’. Decisivo a questo scopo si rivela l’ambito educativo. Questioni come la partecipazione alla vita scolastica, l’educazione confessionale, l’uso di simboli religiosi in aula o la preferenza verso forme di homeschooling, sono rilette alla luce di una prospettiva nella quale famiglie, comunità di fede e istituzioni, ciascuna col proprio retroterra religioso e culturale, sono chiamate a operare in sinergia per realizzare il superiore interesse del minore.
I minori tra diritto e religione. Libertà religiosa, best interests, educazione.
ANGELETTI SILVIA
2022
Abstract
How can we strike a balance between honoring parents' religious freedom and protecting the rights and development of children? And what role are institutions called upon to play in ensuring the best interests of the child? Within a perspective of law and religion, and applying international and European legal sources, the book recounts the long and troubled history of the recognition of children as autonomous subjects having their own rights, that led the UN Convention on the Rights of the Child to enshrine this principle. From this groundwork, a reflection is provided around the relationship that unites the religious freedom of parents and the rights and interests of the child, which are progressively affirmed with the development of his maturity. A relationship which can sometimes take the contours of an alliance, and sometimes those of a confrontation. Looking to the theory of capabilities, it is proposed to consider, as a possible criterion for conflict resolution, the preservation of some essential skills, knowledge and relations of the minor of age that may allow him an 'open future'. Decisive for this purpose is the educational field. Issues such as participation in school life, religious education, the use of religious symbols in classrooms or the preference for homeschooling, are re-read in light of a perspective in which families, faith communities and institutions, each with its own religious and cultural background, are called upon to work in synergy to achieve the best interests of the child.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
