The right to education: the educational philosophy of the Committee on the Rights of the Child General Comment No 1

Human rights education is recognised as essential to fostering respect for human rights, yet schooling often remains characterised by didactic practices and hierarchical relationships rather than transformative engagement. Situated within this field of research, this article argues that the UN Convention on the Rights of the Child, as interpreted in General Comment No. 1, articulates a legally grounded educational philosophy directly relevant to everyday schooling. Drawing on legal interpretation and educational theory, the article conceptualises this philosophy, identifies its core values and principles, and examines their significance for professional judgement, pedagogical relationships, and institutional organisation. Rather than focusing on state-led implementation measures, the analysis centres on how this educational philosophy can be applied in professional and institutional practice. By relating legal norms to relational pedagogy, subjectification, and critical perspectives on adultism, the article contributes to debates on transformative human rights education and clarifies preconditions for realising children’s right to education.