rights' has a communicative sense and is not based upon a factum of natura humana. Everything that is to be real for the acting persons must pass through the eye of the needle of communication and self-understanding, unless one of the participants, fearing the unavoidable reflection characterising educational communication, so determines educational conditions that they remain inaccessible to each other. This latter was the strategy of Rousseau. It still awaits its in-depth refutation even today.
Faced with the fundamental question of whether children actually do have, or should have, rights at all, hermeneutics remains silent.