Rachels and Rachels (2009) states that a right is a universal that applies to all men and notes that in the United States, rights are derived from the Constitution. In this regard, our Constitution does not grant public education as a right; however, there are nonetheless good reasons to think of it as a right or a universal requirement for all men. First, educated citizens contribute to the productivity of any country, which is to say they make a country stronger in its performance output (Kowal & Thomas, 2002).
Second, educated people tend to earn more and feel more satisfied with their lives than uneducated citizens; they also obtain better and more challenging jobs (Slavin, 2008). Education also allows people to explore and fulfill their highest inner potential (Slavin, 2008).
Third, education may actually satisfy an innate desire of human beings. While there has not been in-depth research on this, Duhart (2009), in a discussion of whether public education is a right or a privilege pointed out that all over the world, children are willing to walk many miles just to go to a school. In addition, many villages in diverse countries, villages with scarce resources, will often willing use these few resources to set up a little school house. It could well be that at the core of humankind is a deep and profound desire to learn about his world and those in it and thus education addresses an instinctual need.
In summary then, education is best thought of as a right irrespective of whether legalities and technicalities support this claim. It is best thought of as a right because it is of real value both to a country and to the human condition.
Duhart, W. (2009, January 28). Public education: A right and a privilege. Retrieved from http://blog.trahud.com/2009/01/28/public-education-a-right-and-a-privilege.aspx
Kowal, J., & Thomas, M. (2002). What's right with public education? An opinion paper. ERIC
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