Introduction

When we want to characterize the quasi-colonial relationship between adults and children, the concept of paternalism is sometimes used. The term is used in different ways and I intend not only to present it, but also to determine to what extent it is really apt to analyse, qualify and design the relationships between adults and children in different social and cultural contexts. To this end, I will place particular emphasis on issues of child protection and child participation.

At first, I will explain the concept of paternalism and I will question the arguments with which the so-called pedagogical paternalism or soft paternalism is usually justified. In a second step, I will analyse to what extent the rights of children and certain variants of paternalism can be compatible with each other or can contradict themselves. Then I will explain in two steps and with regard to several examples of child protection and participation how they are marked by paternalist thought patterns and how these patterns can be overcome. Finally, I will present some suggestions on how to deal with children to overcome paternalism.

How to understand paternalism

The concept of paternalism is discussed primarily in moral and legal philosophy, but has also entered into various disciplines dealing with practical questions about relationships between people and their social positioning in society. With regard to children, the question of paternalism now plays an important role, for instance, in pedagogy, childcare and welfare, as well as in social science and ethical and legal contributions to the understanding of children's rights. The debate often distinguishes between different forms of paternalism, for example, between strong and weak, hard and soft, direct and indirect, active and passive, symmetrical and asymmetrical paternalism, as well as between paternalism and anti-paternalism.