| Summary: | This thesis presents arguments for better understanding and subsequent better treatment of children, particularly in relation to their education. Autonomous education is seen as more providential in attaining greater freedom and self-determination in children than systems of education which favour authoritarian policies. It is, however, conceded that there can be no 'one right way' approach when educating children as individuals. Divisibility of intelligence is discussed with reference to Paul Hirst, Howard Gardner and R. F. Dearden. Autonomous education is seen to be 'at home' in home-based education, and autonomous education within a democratic setting sets the scene for children's enfranchisement. A post-modernist technological revolution foreshadows cultural changes which may augur notions of education policies which embody voluntary rather than compulsory elements. The Compulsory Education Act is, therefore, assessed in relation to justice. To support the argument for greater freedom and self-determination, children's competences and capabilities are evaluated within the four main areas of rationality, responsibility, moral and emotional development and experience. A 'Personal-Territory Thesis' is the corner-stone of arguments which support a belief that knowledge and morality are founded on a rational basis which is common to both children and adults. Moral and emotional developments are assessed in relation to maturity in general. Dependence and autonomy are factors which present conflicting issues. Kant's moral theory features strongly throughout the thesis with much reference to Onora O'Neill's interpretation.
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