1. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
935
˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
˙˙˙˙‡‡‡‡ÓÓÓÓ
™™™™ÔÔÔÔ Â¯¯¯¯ ¯¯¯¯ÈÈÈȇ‡‡‡ÈÈÈÈ
¯¯¯¯ÈÈÈȈˆˆˆ˜˜˜˜˙˙˙˙
„ÏÈ ÏÎÏ ÈÎ ‡È‰ ‡ˆÂÓ‰–˙Á ‰ Æ˙ÂÎÈÈ˙˘‰Ï „Ïȉ ˙ÂÎÊ· ¯ÈÎ‰Ï ÚÈˆÓ ‰Ê ¯Â·ÈÁ
Â˙‡ ÒÙÂ˙ ‡Â‰˘Â ÂÈχ ÍÈÈ˙˘Ó ‡Â‰˘ ÌÏÂÚ‰ Ï˘ ÌÈ·ÈÎ¯Ï ˙ÂÈ˘‚¯ ˙˜ÈÊ ˙ÂÈ‰Ï ˙ÂÈ¢Ú
‰˜Èʉ ԉ ¨‰Ï‡ ÔÈÚÓ ˙ÂÈ˘‚¯ ˙˜ÈÊÏ ˙¢˜·˙Ó ˙Âӂ„ È˙˘ ÆÂÓˆÚ Ï‡ ÍÈÈ˙˘ÓÎ
Ì‚ ˙È˙ÂÚÓ˘Ó ‰˜ÈÊ ÌÈÈ˜Ï ÏÂÎÈ „Ïȉ ͇ ¨‰· Ï„‚ „Ïȉ˘ ‰Ïȉ˜Ï ‰˜Èʉ ‰ÁÙ˘ÓÏ
„Ïȉ Ï˘ ÂÈÈÁ ¯˘˜‰ ÏÚ Ô‚‰Ï ÂÊ ‰Úˆ‰ ÆÂÈÈÁ Ï˘ ÌȯÁ‡ ÌÈË·È‰Ï Â‡ ÌÈÈÁ–ÈÏÚ·Ï ¨ÌȈÙÁÏ
ÈÓÎ ˙¢¯ÂÙÓ ¯‡Â˙Ó Â È‡Â ÒÙ˙ „Ïȉ Ôȇ ¨ÏÏÎÎ ¨‰·˘ ˙ÈËÙ˘Ó ˙Â‡ÈˆÓ Ô˜˙Ï ˙ ÂÂÎÓ
ƉÏȉ˜Ï ÍÈÈ˙˘Ó ¯˘˜‰· ÚÂË ˘
ÌÈ„Ïȉ ˙ÂÏÈ·˜ ·Èˆ ¯·Ú· ‰È‰˘ ¨ÏÒ‰ ԇȇ ¯¢„ Ï˘ ÂÈ˙ ÂÈÚ¯Ó ‰ ÂÊÈ ‰Úˆ‰‰
Children, ∫ÛÈ˜Ó È„ ÏÈÊ–ÂÈ È˙˜È˜Á ¯„Ò‰· ÈÂËÈ· ÌȇˆÂÓ‰ ¨„ ÏÈÊ–ÂÈ · È˙ÎÏÓÓ‰
˙ÂÎÊÎ ˙‰½ÊÏ ˙ÂÎÊ· ˙ÚˆÂÓ‰ ‰¯Î‰‰ ÆYoung Persons and Their Families Act 1989
ÏÚ Èχ¯˘È‰ ÔÈ„‰Â ÈÓÂ‡Ï È·‰ ÔÈ„‰ Ï˘ Ë·Ó‰–˙„˜ · È„ÂÒÈ ÈÂ È˘Ï ‰ÏÈ·ÂÓ ˙ÂÎÈÈ˙˘‰Ï
Â˙Â‰Ê ¯·„· ÂÓˆÚ „Ïȉ Ï˘ Â˙Ú„Â˙ ÔÈ·Ï ˙‰ÊÏ „Ïȉ ˙ÂÎÊ ÔÈ· ‰˜Èʉ ¨Ì‰È ˘· Æ„Ïȉ
„Ïȉ Ï˘ ÌÈÈ˙ÂÁ˙Ù˙‰‰ ÂÈίˆ ÏÚ ‰ È‚Ó ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ ˙ÂÎʉ Ɖ¯Â¯· ‰ ȇ
„ÏÈÏ ˙¯˘Ù‡Ó ‡È‰ Æ˙¢„Á ˙ÂÈÂÒ ˙‰Ï ‰ÁÂË· ‡ˆÂÓ–˙„˜ ÂÈ·‚Ï ˙˘Ó˘Ó‰ ‰·È·ÒÏ
ÆÂÏ ˙È˙ÂÚÓ˘Ó ‰ ȉ˘ ‰·È·ÒÏ ‰˜ÈÊ Ú·˙Ï
Ìȯ˜Ó· ˙¯˜ÂÚÓ „Ïȉ ˙ÂÈÂÎÊ ¯·„· ‰ Ó‡· ˙ ‚ÂÚÓ‰ ˙ÂÙ˙˙˘‰‰ ˙ÂÎÊ ÈÎ ¯·ÒÂÓ
‰ È„Ó‰ Ï˘ ˙·ÈÂÁÓ ‰Èχ ˙ÈÂÂÏ Ôȇ ̇ ¨˙¯ÂÓ˘Ó‰ ˙χ˘· ‰ÚÙ˘‰ ˙ÏÂÎÈÓ ÌÈ·¯
ÆÂÈ ÈÚ· È˙ÂÚÓ˘Ó Â È‰˘ ÌÂȘ „ÏÈÏ ÁË·ÂÓ Ôȇ ̇ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ ˙‡ ÁÈË·‰Ï
Íη Æ˙ÂÎÈÈ˙˘‰ Ï˘ ÈÏÏÎ ÔÂÈÙ‡ ÏÚ· ‡Â‰˘ È˘Â ‡ ÌÂȘ· ˙˘ÓÓ˙Ó ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ
˙ÈÒÈÒ·‰ Â˙ÈÈÂÂ‰Ï ˙ÂÒÁÈÈ˙Ó Ô È‡˘ ¨˙ÂȯϘÈ˯٠˙ÂÈ˙¯·Á ˙ÂÈÁ¯Ê‡ ˙ÂÈÂÎÊÓ ‰ ¢ ‡È‰
ÔÂÈÙ‡ ÏÚ· ‡Â‰˘ È˘Â ‡ ÌÂȘ ‰ÁÈË·Ó‰ ¨„·ÎÏ „Ïȉ ˙ÂÎÊÏ ‰Ó„ ¨‰˙ÂÓÏ˘· ˯ى Ï˘
Æ„Â·Î Ï˘ ÈÏÏÎ
¨Í¯‰ ÏÈ‚‰ ˙˜ÊÁ ¨˙ ¢ ˙ÂÈ˙·¯˙ ˙¯ÂÒÓÏ „Ïȉ ˙ÂÙ˘Áȉ Ï˘ ˙ÂÈ‚ÂÒ· ÔÂÈ„
®≥©ÂÎ ËÙ˘Ó È ÂÈÚ ©
π∏¥—π≥µ ¨®≤∞∞≥ Ò¯Ó©
ÆÔÏȇ–¯· ˙ËÈÒ¯·È ‡ ¨ÌÈËÙ˘ÓÏ ‰ËϘى ˙ÈχȈÂÒ ‰„·ÚÏ ¯ÙÒ‰–˙È· ™
ÔΖÂÓÎ ÆÌÂÒ¯ÙÏ ¯Ó‡Ó‰ ˙˘‚‰ ˙Ú· ÈÏ˘ ¯˜ÁÓ ˙¯ÊÂÚ ‰˘ÓÈ˘˘ ¨Ô „ ‰¯Â·„Ï ‰„ÂÓ È ‡
¨È Ò¯˜ ‡È‚ ÔÓ¯·ÈÏ Ô„ ¨‚ÈËÒÂÏ ÔÈ¯Â„Ï ¨ËÙ˘Ó È ÂÈÚ Í¯ÂÚ ¨‚¯·„Ï‚ È¯Â‡Ï ‰„ÂÓ È ‡
¯Ó‡Ó Ï˘ ˙Âӄ˜ ˙ÂËÂÈËÏ ÌÈÈ ÈÚ‰–˙Â¯È‡Ó Ì‰È˙¯ډ ÏÚ ¨ËÙ˘Ó È ÂÈÚ ˙ίÚÓ È¯·Á
ÆÔ·ÂÓÎ ¨ÈÏ˘ ‡È‰ ˙ÂÚË ÏÎÏ ˙ÂȯÁ‡‰ ƉÊ
ÌȯӇÓ

2. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
936
ıÂÓÈ‡Ï ÁÂ˙Ù ıÂÓȇ ÔÈ· ‰Ú¯Î‰‰ ¨˙ˆÓ‡Ó‰ ‰ÁÙ˘Ó‰ ÔÈÈ Ú· ÌÈÈ‚ÂÏÂÈ· Ìȯ‰ ˙ÂÙ„Ú‰
„ÏÈ· Ú‚ÂÙ‰ ‰¯Â‰‰ ˙˘È Ú ÌÈ ¯ÂÓ˘ÓÎ ÌÈÈ‚ÂÏÂÈ· Ìȯ‰ ÏÚ ÌÈ Ó‡ Ìȯ‰ ˙Ù„Ú‰ ¨¯Â‚Ò
˙‰ÊÏ ˙ÂÎʉ Ï˘ ˘ÓÂÓÓ–‡Ï‰ χȈ ËÂÙ‰ ¯·„· ‡¯Â˜‰ ˙‡ Ú Î˘Ï „Ú Â˙ÁÙ˘Ó Ô·
Æ„Ïȉ ˙ÂÈÂÎÊ ¯Ë˘Ó Ï˘ „ÓÈÓÎ
˙‡ ÔÒÁ˙ Íη ¨˙ÂÈÂÎʉ ¯Ë˘Ó· ȇ¯‰ ‰ÓÂ˜Ó ˙‡ ÒÂÙ˙˙ ÂÊ ˙ÂÎÊ ÈÎ ¨‰Â˜˙ ˙Ú·ÂÓ
ÆÌÈ„ÏÈ Ï˘ ˙ÂÈ˘ÓÓ‰ ̉È˙‚‡„Ï ÂÏ˘ ˙ÂÈË ÂÂϯ‰ ÏÚ ˙¯˜ȷ „‚ Î ‰Ê‰ ¯Ë˘Ó‰
øÈ‰Ó — ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ Æ‡
˙‰ÊÏ ˙ÂÎʉ Ï˘ ÈÂËÈ·Î ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ Æ·
ËÙ˘Ó· „Ïȉ Ï˘ „ÓÚÓ ˙ÂÁ˙Ù˙‰Ï ‰˜ÈÊ· ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ Æ‚
˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰Ï Ï ÂȈ¯‰ Æ„
˙È˘È‡ ˙ÂÚÓ˘Ó ÏÚ· ¯˘˜‰Î ˙·¯˙Ï ˙Èχ¢ÏË È‡ ‰Ë˘Ù‰Î ˙·¯˙Ó Æ±
‰˘ÚÓÏ ‰Îω „Ïȉ Ï˘ È˘È‡‰ ÂÓÏÂÚ ÏÚ ‰ ‚‰‰ Æ≤
˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ ˙‡ ˙Ù˜˘ÓÎ ‰ Ó‡‰ ˙‡È¯˜ Ɖ
Children, ∫È„ ÏÈÊ–ÂÈ ‰ ÔÈ„‰ ÔÓ ˙ÂÎÈÈ˙˘‰‰ ˙ÂÎÊ ÏÚ ˙È˙˜È˜Á ‰ ‚‰Ï ‰Ó‚„ ÆÂ
Young Persons and Their Families Act 1989
ÔÈ„‰ Ï˘ ÌÈ Â˘ ÌÈÓÂÁ˙· ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰‰ Ï˘ ˙ÂÈÂÚÓ˙˘‰ ˙Ó‚„‰ ÆÊ
Èχ¯˘È‰
˙ ¢ ˙ÂÈ˙·¯˙ ˙¯ÂÒÓÏ „Ïȉ ˙ÂÙ˘Áȉ Ʊ
ͯ‰ ÏÈ‚‰ ˙˜ÊÁ Æ≤
˙ˆÓ‡Ó‰ ‰ÁÙ˘Ó‰ ÔÈÈ Ú· ÌÈÈ‚ÂÏÂÈ· Ìȯ‰ ˙ÂÙ„Ú‰ Æ≥
¯Â‚Ò ıÂÓÈ‡Ï ÁÂ˙Ù ıÂÓȇ ÔÈ· ‰Ú¯Î‰‰ Æ¥
ÌÈ ¯ÂÓ˘ÓÎ ÌÈÈ‚ÂÏÂÈ· Ìȯ‰ ÏÚ ÌÈ Ó‡ Ìȯ‰ ˙Ù„Ú‰ Ƶ
Â˙ÁÙ˘Ó Ô· „ÏÈ· Ú‚ÂÙ‰ ‰¯Â‰‰ ˙˘È Ú Æ∂
ÌÂÎÈÒ ˙¯Ú‰ ÆÁ
øøøøÈÈÈȉ‰‰‰ÓÓÓÓ ———— ˙˙˙˙ÂÂÂÂÎÎÎÎÈÈÈÈÈÈÈÈ˙˙˙˙˘˘˘˘‰‰‰‰ÏÏÏÏ ˙˙˙˙ÂÂÂÂÎÎÎÎÊÊÊÊ ÆÆÆƇ‡‡‡
ÏÎ ‰Ê ¯Ó‡Ó· Â˘Â¯ÈÙ „ÏÈ Æ˙ÂÎÈÈ˙˘‰Ï „Ïȉ ˙ÂÎÊ· ¯ÈÎ‰Ï ÚȈ‰Ï ˘˜·‡ ‰Ê ¯Â·ÈÁ·
˙ÂÈÂ˘Ú ‡Â‰ ¯˘‡· „ÏÈ ÏÎÏ ÈÎ ‡È‰ ÈÏ˘ ‡ˆÂÓ‰–˙Á ‰ ±Æ‰¯˘Ú–‰ ÂÓ˘ ÏÈ‚Ï ÂÚÈ‚‰ „Ú Ì„‡
ÍÈÈ˙˘ÓÎ Â˙‡ ÒÙÂ˙ ‡Â‰˘Â ÂÈχ ÍÈÈ˙˘Ó ‡Â‰˘ ÌÏÂÚ‰ Ï˘ ÌÈ·ÈÎ¯Ï ˙ÂÈ˘‚¯ ˙˜ÈÊ ˙ÂȉÏ
‰˜Èʉ ‰ÁÙ˘ÓÏ ‰˜Èʉ ԉ ¨‰Ï‡ ÔÈÚÓ ˙ÂÈ˘‚¯ ˙˜ÈÊÏ ˙¢˜·˙Ó ˙Âӂ„ È˙˘ ÆÂÓˆÚ Ï‡
ÏÈ‚ ˙¯ÈÁ·· ˙ÈÒÁȉ ˙ÂÈ˙¯ȯ˘Ï ˙„Ïȉ ˙ÒÈÙ˙ Ï˘ ‰˙ÂÁ˙Ù˙‰Ï ‰˜ÈÊ· „ÏÈ ˙¯„‚‰Ï ±
®Ê¢ ˘˙© Â˙¯ÂÓ˘Ó ˙ÚÈ·˜· „Ïȉ ÛÂ˙È˘ Ô Â¯ ßÈ Â ÈÈÚ ˙„Ïȉ ˙Ù˜˙ Ï˘ ‰ÓÂÈÒÏ
Ʊ∂ ¨±µ ¨± ÌÈÙÈÚÒ

3. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
937
ÌÈÈÁ–ÈÏÚ·Ï ¨ÌȈÙÁÏ Ì‚ ˙È˙ÂÚÓ˘Ó ‰˜ÈÊ ÌÈÈ˜Ï ÏÂÎÈ „Ïȉ ͇ ¨‰· Ï„‚ „Ïȉ˘ ‰Ïȉ˜Ï
˙Â‡ÈˆÓ Ô˜˙Ï ˙ ÂÂÎÓ „Ïȉ Ï˘ ÂÈÈÁ ¯˘˜‰ ÏÚ Ô‚‰Ï ÂÊ ‰Úˆ‰ ÆÂÈÈÁ Ï˘ ÌȯÁ‡ ÌÈË·È‰Ï Â‡
ÍÈÈ˙˘Ó ¯˘˜‰· ÚÂË ˘ ÈÓÎ ˙¢¯ÂÙÓ ¯‡Â˙Ó Â È‡Â ÒÙ˙ „Ïȉ Ôȇ ¨ÏÏÎÎ ¨‰·˘ ˙ÈËÙ˘Ó
≤ƉÏȉ˜Ï
‰È‰˘ ¨(Ian Hassall) ÏÒ‰ ԇȇ ¯¢„ ‰ˆ¯‰Â ·˙΢ Ìȯ·„ ˙·˜Ú· ‰‡· È˙Úˆ‰
˙˘ÂÁ˙ Ï˘ ‰˙Â·È˘Á ˙‡ ¯‡È·˘ ≥¨„ ÏÈÊ–ÂÈ · È˙ÎÏÓÓ‰ ÌÈ„Ïȉ ˙ÂÏÈ·˜ ·Èˆ ¯·Ú·
µ ¨¥Æa right to a place ‚˘ÂÓ‰ ˙‡ ‰Ê ¯˘˜‰· Ú·Ë „Ïȉ Ï˘ ˙ÂÎÈÈ˙˘‰‰
L. Bilsky "Child-Parent-State: The Absence of Community in the Courts ∫‡¯ ≤
Approach to Education" Children's Rights and Traditional Values (G. Douglas &
L. Sebba eds., Aldershot, 1998) 134; S. Van Praagh "Faith, Belonging and the
Protection of 'Our' Children" 17 Windsor Yearbook of Access to Justice (1999)
Æ154, esp. at pp. 155–158
Ì„Ș·Â Â˙˜È˜ÁÏ Ï ÂȈ¯‰ ¯Â‡È·· ¨È„ ÏÈÊ–ÂÈ ‰ ˜ÂÁ‰ Ô˜È˙· ÏÈÚÙ ˜ÏÁ ÏË ˘ ÈÓ ≥
ÆÂÈ˙„‡ ÏÚ ¯˜ÁÓ‰
I. Hassall "The Child's Right to a Place, But Whose Place?" Occasional ∫‡¯ ¥
Paper No 4. Office of the Commissioner for Children (Wellington, 1994);
I. Hassall "Belonging: The Right to a Place: An Essential But Relatively
ÆNeglected Dimension of Rights" Abstract (n.d.) (Unpublished Manuscript)
‰ ‚‰‰ ˙ÂÎÊ· ¯Â¯È·· ÔÚË ÔÈÈˢ„Ï‚ ÛÊÂß‚ ¯ÂÒÙ¯٠ȇ˜ÈËÈÏ ‡ÂÎÈÒى ÔËÙ˘Ó‰
ÌÈ ˘ ·˙Î Âȯ·„˘ Û‡ ¨˙È˘‚¯ ÂÓˆÚ Ï‡ ÍÈÈ˙˘ÓÎ ¯È„‚Ó „Ïȉ˘ ‰Ó ÏÚ ˙ÈËÙ˘Ó‰
ÂÊ ‰ ‚‰ ÚȈ‰ ÈΠۇ ¨ÏÒ‰ ԇȇ ¯¢„ È„È–ÏÚ Ì˜ÓÏ ˙ÂÎÊ ‚˘ÂÓ‰ ڈ‰ ̯˷ ˙·¯
J. Goldstein "Why ∫‡¯ Æ„Ïȉ ˙ÂÈÂÎÊ Ï˘ ¯Ë˘Ó· ‰¯Î‰‰ ‰˘·‚˙‰ Ì¯Ë Â·˘ Ô„ÈÚ·
Foster Care? For Whom for How Long?" 30 Psychoanalytic Study of the Child
Æ(1975) 647
Bilsky, supra note 2; Van Praagh, supra ∫ÌÈ·ÂË ÌÈ·¯ Ï˘ Ì˙·È˙Î ˙‡¯˘‰· ÔΠµ
note 2; J. Goldstein, A. Solnit, S. Goldstein & The Late Anna Freud The Best
Interests of the Child: The Least Detrimental Alternative (New York, 1996);
Goldstein, ibid; M. Minow "Rights for the Next Generation: A Feminist
Approach to Children's Rights" 9 Harv. Women's L. J. (1986) 1; C. Taylor
"The Politics of Recognition" Multiculturalism: Examining The Politics
of Recognition (Expanded Edition of Muticulturalism and 'the Politics of
Recognition') (A. Gutman ed., Princeton, 1994) 25; N.S. Binder "Taking
Relationships Seriously: Children, Autonomy, and the Right to a Relationship"
69 N.Y. Univ. L. Rev. (1994) 1150; G.A. Holmes "The Tie that Binds: The
Constitutional Right of Children to Maintain Relationships with Parent-Like
Individuals" 53 Mar. L. Rev. (1994) 358; C.D. Sommer "Empowering Children:
Granting Foster Children the Right to Initiate Parental Rights Termination

4. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
938
∂∫ÂÏ ˙ÂÈ˙ÂÚÓ˘Ó ˙˜ÈÊ ˙ ‚‰Ï ȇ¯ „Ïȉ ‡˜Â„ ÚÂ„Ó ¯È·ÒÓ ÏÒ‰ ¯¢„
"It is true that most adults can live independently and that independence in
our society is held up as an ideal... What do we mean by independence?
It is the ability to plan and order our affairs. It is the antithesis of
dependence, of needing the presence and actions of particular others in
particular roles.
...The ideal of independence encompasses obligations and expectations
between people but it implies choice in such relationships and/or power
to regulate them and in the extreme case to do without them...
Children do not have this power of choice and regulation... their only
option is interdependence within a society of their families and their
fortunes rise and fall within those families." ˛ß¯ ßÈ — ÈÏ˘ ‰˘‚„‰‰¸
‰ÈÂ˘Ú Â˙Â‡ÓˆÚ˘ „Ïȉ Ï˘ ˙È„„‰‰ ˙ÂÏ˙‰ ÈÒÁÈ ÏÚ ÔΠ̇ ‰ È‚Ó Ì˜ÓÏ ˙ÂÎʉ
ÆÌ‰Ó Á˙Ù˙‰Ï
∫ÏÒ‰ ¯¢„ Ï˘ Â˙¯„‚‰ ˙‡ È˙Á˙ÈÙ ÌÈ˷ȉ ‰˘ÂÏ˘·
˘È‚„‰Ï ȄΠ̘ÓÏ ˙ÂÎÊ Á ÈÓ‰ ÏÚ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ Á ÈÓ‰ ˙‡ È˙Ù„Ú‰ ¨Ô¢‡¯‰
Æ˙ÈÙ¯‚‡Ȃ ˙ÈÊÈÙ ‰˜ÈÊ ÏÚ ˙È‚ÂÏÂÎÈÒÙ ‰˜ÈÊ Ï˘ ‰˙ÂÙÈ„Ú ˙‡
˘˜·Ó È ‡ ¨„Ïȉ Ï˘ ˙ÂÎÈÈ˙˘‰Ï ˙ÈËÙ˘Ó ˙ÂÎÊ ¯È„‚‰Ï ÚÈˆÓ È ‡ ¯˘‡Î ¨È ˘‰
˙‡ ˜¯ ‡Ï ¨ÂÓÏÂÚ Ï˘ ÌÈ Â˘ ÌÈ·Èί ÏÈÚÙ ÔÙ‡· ÂÓˆÚÏ ÍÈÈ˘Ï ˙ÂÎʉ ˙‡ ÂÏ ˜È Ú‰Ï
¨‰È‡¯‰ ˙È‚ÂÏÂÎÈÒÙ ˙Ó‡ ˘È ‰Ê ÛÒ „Úˆ· Æ˙·¯˙ ‡ ˙È· ¨‰ÁÙ˘ÓÏ ÍÈÈ˙˘‰Ï ˙ÂÎʉ
˙˘ÂÁ˙ ÈÎ Ú„ÂÈ „ÏÈ Ï„È‚ ‡ „ÏÈ ÌÚٖȇ ‰È‰˘ ÈÓ ÏÎ ËÚÓÎ ∫ÈËÙ˘Ó ˘Â·ÏÏ ¨È˙Ú„Ï
˘È‡Ï χ ¨¢ÂÏ ÌÈÎÈÈ˘¢ ˙È·‰ Ø·ÏΉ ؉¯Â‰‰˘ „Ïȉ Ï˘ ‰ ÂÓ‡· Ì‚ ‰Î¯Π˙ÂÎÈÈ˙˘‰
Proceedings" 79 Cornell L. Rev. (1994) 1200; B.C. Hafen "Individualism and
Autonomy in Family Law: The Waning of Belonging" Brigham Young Univ. L.
Rev. (1991) 1; U. Kilkelly The Child and the European Convention on the Rights
of the Child (Aldershot, 1999) 95–101; S. Van Praagh "Religion, Custody and
a Child's Identities" 35 Osgoode Hall L. J. (1997) 309; S. Van Praagh "The
Education of Religious Children: Families, Communities and Constitutions" 47
Buffalo L. Rev. (1999) 1343; W.W. Patton "The Status of Siblings' Rights: A
View into the New Millennium" 51 DePaul L. Rev. (2001) 1; T. Glennon
"Expendable Children: Defining Belonging in a Broken World" 8 Duke J. of
‰˜ÈÊ Ï˘ ‰˙ ‚‰ ˙Â·È˘Á· È˙ „ ̄˜ ¯Ó‡Ó· ÆGender L. and Policy (2001) 269
Y. Ronen "Protection for Whom and ∫Â˙Ïȉ˜Ï Â˙ÁÙ˘ÓÏ „Ïȉ Ï˘ ˙È·È˘ÈÈ·ÂÒ
from What? Protection Proceedings and the Voice of the Child at Risk"
Children's Rights and Traditional Values (G. Douglas & L. Sebba eds.,
ÆAldershot, 1998) 249
ÆHassall (1994), supra note 4, at pp. 3–4 ∫‡¯ ∂

5. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
939
‰˙¯„‚‰ È„È–ÏÚ ÍÎÏ ˙ÂÚ„ÂÓ‰ ˙‡ „„ÁÏ ·Â˘Á ¨˙‡Ê ‰‡Â¯ „Ïȉ ÍÎ Æ̉· Â˙ÂÎÊ· Ú‚ÙÏ
Æ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ Ï˘ ˙ÈËÙ˘Ó‰
‰˜ÈÊ ÏÚ ˜¯ ‡Ï Ô‚‰Ï ˙ ÂÂÎÓ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ ¨Ìȯ·„‰ Á˙Ù· ¯‡Â·ÓÎ ¨È˘ÈÏ˘‰
ÆÈ˘Â ‡ ÌÏÂÚÏ
˙˙˙˙‰‰‰‰ÊÊÊÊÏÏÏÏ ˙˙˙˙ÂÂÂÂÎÎÎÎÊÊÊʉ‰‰‰ ÏÏÏÏ˘˘˘˘ ÈÈÈÈÂÂÂÂËËËËÈÈÈÈ····ÎÎÎÎ ˙˙˙˙ÂÂÂÂÎÎÎÎÈÈÈÈÈÈÈÈ˙˙˙˙˘˘˘˘‰‰‰‰ÏÏÏÏ ˙˙˙˙ÂÂÂÂÎÎÎÎÊÊÊʉ‰‰‰ ÆÆÆÆ····
„Ïȉ ˙ÂÈÂÎÊ ¯·„· ‰ Ó‡‰ ‡È‰ ‰Ê ¯Â·ÈÁ· È·ÈËÈÊÂÙ‰ ÔÈ„·  ÂÈ„Ï ‡ˆÂÓ‰–˙„˜
ÆÈÓÂ‡Ï È·‰ ÔÈ„· „Ïȉ ˙ÂÈÂÎÊ ¯·„· ¯˙ÂÈ· ·Â˘Á‰ ÍÓÒÓ‰ ‡È‰ ‰ Ó‡‰ Æ®‰ Ó‡‰ ∫Ôωϩ
‡È‰ Ôȇ ¨‰˜˜Á ‡Ï ¨®≤Ʊ±Æπ± Íȯ‡˙·© χ¯˘È–˙ È„Ó È„È–ÏÚ ‰¯¯˘Â‡˘ ¨‰ Ó‡‰˘ Û‡
˙ÓÈȘ ‰ÈÙ–ÏÚ˘ ˙È ˘¯Ù ‰˜ÊÁ ‰Ú·˜ ‰˜ÈÒÙ· ÆÈÓÈ Ù‰ ÔÈ„· È·ÈËӯ ۘÂ˙ ‰¯ÒÁ
ÔΖÏÚ ¨Ô‰Ï ˙·ÈÂÁÓ ‰ È„Ó‰˘ ÈÓÂ‡Ï È·‰ ËÙ˘Ó‰ ˙Âӯ ÔÈ·Ï ‰ È„Ó‰ ȘÂÁ ÔÈ· ‰Ó‡˙‰
∑ÆÂÊ ‰˜ÊÁ ÌÚ „Á‡ ‰ ˜· ‰ÏÂÚÎ ¨Ô˙È ˘ ÏÎÎ ¨˙Èχ¯˘È‰ ‰˜ÈÁ˙‰ ˙‡ ˘¯ÙÏ ˘È
¯˘˜‰ ∫ÌÈȯ˜ÈÚ ÌÈ˷ȉ ‰˘ÂÏ˘· ˙‰ÊÏ ˙ÂÎʉ ˙¯„‚‰ ˙‡ ‰Ê ÛÈÚÒ· Á˙ÙÏ ˘˜·‡
ÆÌ„‡Î „Ïȉ „·ÎÏ ‰ÒÁÈ ˙ÂÈÁ¯Ê‡ ˙ÂÈÂÎÊ ˙ÂÈ˙¯·Á ˙ÂÈÂÎÊÏ ‰ÒÁÈ ¨˙·¯˙Ï ‰Ï˘
¨˙‰ÊÏ ˙ÂÎʉ Ï˘ ÏÈÚÙ ÈÂËÈ·Î ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ ˙‡ ‚Ȉ‰Ï ‡È‰ ‰Ê ÔÂÈ„ Ï˘ Â˙¯ËÓ
ÆÂÓÏÂÚ Ï˘ ÌÈÈÒÈÒ· ÌÈ·Èί ÂÈχ ÍÈÈ˘Ï „ÏÈÏ ˙ÒÁÂÈÓ‰ ˙ÏÂÎȉ ˙ÂÚˆÓ‡· ¯˜ÈÚ·
‰ Ó‡Ï π– ∏ ¨∑ ÌÈÙÈÚÒ ∏ÆÈÓÂ‡Ï È·‰ ËÙ˘Ó· ˙¯ÎÂÓ ˙ÂÎÊ ‡È‰ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
‰ÏÂÚ Æ„Ïȉ Ï˘ ˙È˙·¯˙‰ Â˙Â‰Ê ˙‡ ˙¢¯ÂÙÓ ÌȯÎÊ‡Ó Ì È‡˘ Û‡ ˙‰ÊÏ ˙ÂÎÊ ÌÈ ˜Ó
˙‡ ¯ÈÎ‰Ï ˙ÂÎÊ ¨˙ÂÁ¯Ê‡Ï ˙ÂÎÊ ¨Ì˘Ï ˙ÂÎÊ ˙·¯Ï ¨Â˙Â‰Ê ÏÚ ¯ÂÓ˘Ï ˙ÂÎÊ „ÏÈÏ ÈΠ̉Ó
ÌÈÙÈÚÒ‰ ƉÁÙ˘Ó È¯˘˜ ÌÓÚ ÌÈÈ˜Ï ˙ÂÎÊ Â˙·ÂË ˙‡ÙÓ ‡Ï‡ Ì‰Ó „¯ÙÂÓ ˙ÂÈ‰Ï ‡Ï Âȯ‰
¨Í ÈÁ‰ ˙¯ËÓ Â ÈÈ Ú˘ ¨‰ Ó‡Ï ≤π ÛÈÚÒ ÆÂ˙Â‰Ê ¯·„· „Ïȉ Ï˘ ‰Ú„Â˙· ÌÈÚ‚Â Ì È‡
˙ÂÈ·¯˙Ï ˙È˙·¯˙‰ Â˙‰ÊÏ „Â·Î Ï˘ ÒÁÈ ÁÂ˙ÈÙÏ „Ïȉ ˙‡ ÔÂÂÎÈ „Ïȉ Í ÈÁ ÈΠڷ˜
ÆÂ˙·¯˙Ó ˙ ¢
˙ÂÈÂÚÓ˘Ó Ï˘ ˙ίÚÓÎ ˙·¯˙ ¯„‚Â˙ ‰Ê ¯Â·ÈÁ· Æ˙·¯˙ È‰Ó ‰¯È„‚Ó ‰ ȇ ‰ Ó‡‰
‰ È„Ó· ¨ÌÈ„˜Ù˙Ó ÌÈÈÁ ̉ ‰·˘ ˙È˙¯·Á‰ ˙‡ȈӉ ˙‡ ˘¯ÙÏ È„Î ÌȯˆÂÈ Ì„‡–È ·˘
Ï˘ ˙ ¢ ˙ÂίÚÓÏ ÌȘ˜Ê ÌÈ Â˘ ÌÈ˯٠¨Ï‡¯˘È–˙ È„ÓÎ ¨˙ÂÈ·¯˙ È·ȯ ‰·˘
πÆ˙È˙¯·Á ˙Â‡ÈˆÓ ‰˙‡ ˘¯ÙÏ È„Î ¨˙ÂÈ ˙‡ ˙ÂÈ·¯˙ Ô˙ˆ˜Ó ˜¯ ¨˙ÂÈÂÚÓ˘Ó
ÌÈËÙ˘Ó ¢ÌÈ È˘ Ï˘ È‡ÓˆÚ ‚ˆÈÈ — „Ïȉ ˙ÂÈÂÎÊÏ „Ïȉ ˙·ÂËÓ¢ ÔÏÙ˜ ߢ ßÈ Â ÈÈÚ ∑
ÆÌ˘ ˙¯ÎÊ ‰ ‰˜ÈÒى ¨∂≥±—∂≤π ¨∂≤≥ ®‡¢Ò˘˙© ‡Ï
G. Van Bueren The International Law on the Rights of the Child (Dordrecht, ∫‡¯ ∏
Æ1995) 118–120
Ì¯Ë˘ ¨¯Á‡ ¯Â·ÈÁ· ‰·Á¯‰· È˙ „ „Ïȉ ˙ÂÈÂÎÊ Ï˘ ÈÏÏΉ ¯˘˜‰· ˙·¯˙ ˙¯„‚‰· π
‰Ó‚È„¯Ù ˙‡¯˜Ï ∫˙·¯˙Î ËÙ˘Ó‰¢ ¯ ËÂ‡Ó ßÓ Â‡¯ ˙·¯˙Ï ÂÊ ‰¯„‚‰· ˘ÂÓÈ˘Ï ÆÌÒ¯ÂÙ
‡È‚˘ ߇ ¨¯ ËÂ‡Ó ßÓ© ˙È„Â‰È ˙È˯˜ÂÓ„ ‰ È„Ó· ˙ÂÈ˙·¯˙–·¯ ¢‰˘„Á ˙ȯ˜ÁÓ
D.M. Engel "Law, Culture and Children ∫‡¯ ÔΠªµ¥µ ®Á¢ ˘˙ ¨ÌÈίÂÚ ¯ÈÓ˘ ߯Â

6. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
940
Ìχ ¨„Ïȉ Ï˘ ˙È˙·¯˙‰ Â˙Â‰Ê ˙ ‚‰  ÈÈ Ú˘ ÈÊίӉ ÛÈÚÒ‰ ‡Â‰ ‰ Ó‡Ï ≥∞ ÛÈÚÒ
±∞∫ÛÈÚÒ‰ ÔÂ˘Ï ÂÊ ÆÌÈËÂÚÈÓ È · Ï˘ ˙ÂÈ ˙‡ ˙ÂÈ·¯˙· ˜¯ Ú‚Â ‡Â‰
̉˘ ÌÈ˘ ‡ ‡ ÌÈÈ Â˘Ï Â‡ ÌÈÈ˙„ ¨ÌÈÈ ˙‡ ÌÈËÂÚÈÓ ÌÈÓÈȘ Ô‰·˘ ˙ Ȅӷ¢
È„ÈÏÈÓ ‡Â‰˘ ‡ ¯ÂӇΠËÂÚÈÓÏ ÍÈÈ˘‰ „ÏÈÓ ÏÂÏ˘Ï Ôȇ ¨ÌÈȯ˜Ӊ ̘Ӊ È„ÈÏÈÓ
‡ ‰È˙ÂÂˆÓ ˙‡ ÌÈȘÏ Â˙„ ÏÚ ¯È‰ˆ‰Ï ¨Â˙·¯˙Ó ˙ ‰ÈÏ ˙ÂÎʉ ˙‡ ̘Ӊ
¢Æ‡Â‰ Â˙Ù˘· ˘Ó˙˘‰Ï
‰‚˘Ó‰ ‡Ï ¨˙È˙·¯˙ ˙‰ÊÏ ˙ÂÎʉ ‰ÏÏη ¨˙‰ÊÏ ˙ÂÎʉ ÈÎ ÔΖ̇ Ìȇ¯  ‡
Û‡ ±±¨˙È˘‚¯ ÂÈχ ÍÈÈ˙˘ÓÎ ¯È„‚Ó „Ïȉ˘ ‰Ó ¯Á‡ ˙˜Á˙‰Ï ˙·ÈÂÁÓ ˙¯ˆÂÈÎ ‰ Ó‡·
±≤Æ„Ïȉ Ï˘ ˙ÂÈ˙ÂÚÓ˘Ó‰ ÂÈ˙˜ÈÊ ˙ ‚‰Ï ·Ï–˙Ó¢˙ ˙ÈËÙ˘Ó‰ ˙¯ÙÒ· ‰˘„˜Â‰˘
Æ˙‰ÊÏ „Ïȉ ˙ÂÎÊ Ï˘ ÂÊ ‰‚˘Ó‰ ˜È„ˆ‰Ï ¯‡·Ï ‰Ò ‰Ê ¯Â·ÈÁ·
Æ„Ïȉ ˙ÂÈÂÎÊÏ ˙ÂÚ„ÂÓ ·ˆÚ˙‰Ï ‰ÏÁ‰ ˜¯ · ¯˘‡ ¨Èχ¯˘È‰ ÔÈ„‰  ÂÈ„ „˜ÂÓ·
˙ÂÎÊ Ï˘ ‰„ÂÁÈÈ ÏÚ „ÂÓÚÏ ·Â˘Á ÔΖÏÚ ¨‰·¯ ·Ï–˙Ó¢˙· · ‰ÎÂÊ ‰ ȇ ˙‰ÊÏ ˙ÂÎʉ
ÆÂÊ
˙ÂÈÁ¯Ê‡‰Â ˙ÂÈ˙¯·Á‰ ÂÈ˙ÂÈÂÎÊÓ ‰ ¢ ˙È„ÂÁÈÈ ‰ ȉ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ ˙ÂÎʉ
˙ÚÈÈÒÓ ¯ˆ‰ Ô·ÂÓ· ˙ÂÈÂÎÊ ÔÈ·Ï ˙ÂȯÈÁ ÔÈ· ˙ÈÒϘ‰ ˙È È„ÏÙ‰‰ ‰ Á·‰‰ Æ„Ïȉ Ï˘
˘‡¯· Ô˙ÂÚÓ˘Ó „Ïȉ Ï˘ ˙ÂÈ˙¯·Á ˙ÂÈÂÎÊ ±≥Æ˙ÂÎʉ Ï˘ ‰„ÂÁÈÈ ˙‡ ¯È‰·‰Ï  Ȅȷ
˙¯Ê‚ ‰ ‚‰Ï Â˙ÂÎÊÓ ¨Ï˘ÓÏ ª‰Ó–¯·„ ÂÏ ˜ ÚÂÈ Â‡ ÂÏ ‰˘ÚÈÈ˘ „Ïȉ ˙ÂÎÊ ‰ ¢‡¯·Â
˙ÂÎʉ ˙¯Ê‚ Í ÈÁÏ Â˙ÂÎÊÓ ¨˙ÂÓÈÏ‡Ï ÔÂ˙ ‡Â‰ ·˘ ̘ÓÓ ˜Á¯ÂÓ ˙ÂÈ‰Ï Â˙ÂÎÊ
Â˙¯ÈÁ ‰ ¢‡¯·Â ˘‡¯· ˙„ÓÏ „Ïȉ Ï˘ ˙ÈÁ¯Ê‡ ˙ÂÎÊÓ ÆÌÈȯÙÒ–˙È· Í ÈÁ È˙Â¯È˘Ï
±¥ÆÚȯÙÓ Ôȇ· ˙ÈËÈÏÂÙ‰ Â˙Ú„ ˙‡ ‡Ë·Ï Â˙¯ÈÁ ¨Ï˘ÓÏ ¨‰Ó–¯·„ ˙¢ÚÏ
with Disabilities: Educational Rights and the Construction of Difference" 1991
ȇ˜È¯Ó‡‰ ‚ÂÏÂÙ¯˙ ‡‰ Ï˘ Â˙·È˙η ÂÊ ‰¯„‚‰ Ï˘ ‰¯Â˜Ó ÆDuke L. J. (1991) 166
®±ππ∞ ¨¯ÏÊÈÈÓ ˘‡ÂÈ ∫Ì‚¯˙© ˙ÂÈ·¯˙ Ï˘ ˙ ˘¯Ù ı¯È‚ ߘ ‡¯ Æı¯È‚ „¯ÂÙÈϘ ¯ÂÒÙ¯Ù
¢Ï‡¯˘È· ˙·¯˙ ÈÏÈÏÙ ËÙ˘Ó¢ ¯Á˘ ßÈ Â‡¯ Â˙˜Ó ‰Ï ‰Ó„ ‰¯„‚‰· ˘ÂÓÈ˘Ï Æ±∑
Æ∏≤—∏± ¨∑∑ ®Ë¢ ˘˙© Ê ÌÈÏÈÏÙ
Æ≤≥∑ ßÚ· ¨≥± ‰ Ó‡ È·˙Î ±∞
ÌÈÒÁȉ ˙ÂίÚÓ ÏÚ ‰ ‚‰Ï ÈÁ¯Î‰ ¯Â˘È˜ ¯ˆÂÈ Â È‡˘ ¨‰ Ó‡· ˙‰ÊÏ ˙ÂÎÊ Ï˘ ÁÂ˙È Ï ±±
‰ Ó‡‰ ÆVan Bueren, supra note 8, ibid ∫‡¯ ¨ÂÈχ ˙ÂÎÈÈ˙˘ÓÎ Â˙‡ ‰‡Â¯ „Ïȉ˘
ÛÈÚÒ· ¨Ë¯ÙÏ ‰ ˜Ó ͇ ¨˙‰ÊÏ „Ïȉ ˙ÂÎÊ· ˙¢¯ÂÙÓ ‰ „ ‰ ȇ Ì„‡ ˙ÂÈÂÎÊÏ ˙ÈÙ¯ȇ‰
‰ „ ÔΖÈÙ–ÏÚ–Û‡ Æ˙‰ÊÏ ˙ÂÎʉ ˙‡ ¯ÎÊ‡Ï ‡Ï· ‰ÁÙ˘Ó‰ ÈÈÁ „·ÈÎÏ ˙ÂÎʉ ˙‡ ¨∏
Æ˙Â‰Ê Â˙¯˙Â΢ ˜¯Ù ˙¯‚ÒÓ· Ô „ ∏ ÛÈÚÒ ÁÂÎÓ ‰ÁÙ˘Ó È¯˘˜· ‰¯Î‰· Dr. Kilkelly
ÆKilkelly, supra note 5 ∫‡¯
Ƶ ‰¯Ú‰ ÏÈÚÏ ¨˙Â¯Â˜Ó ±≤
W.N. Hohfeld "Some Fundamental Legal Conceptions as Applied in Judicial ∫‡¯ ±≥
ËÙ˘Ó· ˙È˙‰Ӊ ˙ÂÎʉ¢ Ô˜˙È ߇ Ì‚  ÈÈÚ ÆReasoning" 23 Yale L. J. (1913) 16
Ƶ ®‚¢Ó˘˙© Ë ËÙ˘Ó È ÂÈÚ ¢Èω ÈÓ‰
‰ ‚‰· ¨ÌÈ˙ÈÚÏ ¨Ô‰ Û‡ ˙ÂίΠ˙ÂÈÁ¯Ê‡ ˙ÂÈÂÎÊ ÆÔÈËÂÏÁÏ ˙˜ÈÂ„Ó ‰ ȇ ÂÊ ‰ Á·‰ ÈΠ̇ ±¥

7. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
941
Ï˘ ‰ÓÊÂÈ È„È–ÏÚ ¨Ï˘ÓÏ ¨˘ÓÓ˙‰Ï ‰ÈÂ˘Ú ˙È„ÂÁÈȉ Â˙Â‰Ê ˙‡ ˘ÓÓÏ „Ïȉ Ï˘ Â˙¯ÈÁ
‰¯˘Ú–Ú·˘‰ Ô· ÂÈÁ‡ ‡ ıÓ‡˘ ˘˘‰ Ô· ÂÈÁ‡ ÌÚ È˘È‡ ¯˘˜ ÌÈÈ˜Ï ‰¯˘Ú–Ú·¯‡ Ô· ¯Ú
„Ïȉ ˙‡ ÔÒÁÓ ‡Â‰ ¨˙È˙¯·Á ‰¯„‰ Ú ÂÓ ˙ÂÈÂÎÊ ˘ÂÓÈÓ ÆÌÈÈ Èȯ·Ú ÌÈ¯Ú Ï ÔÂÚÓ· Ì˘Â‰˘
˙ÂȯÈÁÓ ‰ ‰ ‰ „ÏÈ ∫Â˙Ïȉ˜·Â Â˙ÁÙ˘Ó· ‰‡¯  ȇ ‰‡Â¯ ¯„‚· ‡Â‰ ·˘ ·ˆÓ È Ù·
ÚˆÂÓ ÔΖÈÙ–ÏÚ–Û‡ ±µÆ˙ÂÈÂÎÊÎ ÂÈ˙ÂȯÈÁ ˘ÂÓÈÓ È„È–ÏÚ Â˙Â‰Ê ÏÚ „ÂÓÚÏ ÈÂ˘Ú ˙ÂÈÁ¯Ê‡
Æ˙È„ÂÁÈȉ Â˙Â‰Ê ˙‡ ˘ÓÓÏ „Ïȉ Ï˘ Â˙¯ÈÁ ˙ ‚‰· ˜Ù˙Ò˙ ‡Ï ‰ È„Ó‰˘
„Ïȉ ˙ÂÎÊ ˙‡ ÁÈË·‰Ï ˙È·ÂÈÁ ‰·ÂÁ Ìȯ‰‰ ÏÚ Ô‰Â ‰ È„Ó‰ ÏÚ Ô‰ ÏÈË‰Ï ÚˆÂÓ
ÌÈÏÂÎÈ ‰Ï‡Î Ìȯ˘˜ ÆÂÏ ÌÈÈ˙ÂÚÓ˘Ó Ìȯ˘˜ ˙ ‚‰Ï Â˙ÂÎÊ ˙‡ ‰ÏÏη ¨˙ÂÎÈÈ˙˘‰Ï
˙ÂÏÏÚ˙‰ ·˜Ú Ì‰Ó „¯Ù‰ „Ïȉ˘ ¢ÌÈ‚¯ÂÁ¢ ÌÈÁ‡ ‡ ÌÈÈ‚ÂÏÂÈ· ÌÈÁ‡ ÌÚ Ìȯ˘˜ ˙ÂȉÏ
¯¯·˙Ó ¯˘‡Î Û‡ ÂÈ·‡ ˙‡ · ‰‡Â¯ „Ïȉ˘ ÈÓ ÌÚ Ìȯ˘˜ ¨Ìȯ‰‰ È˘Â¯È‚ ‡ · Âȯ‰
„Ïȉ˘ ̇‰ Ï˘ ‰‚ÂÊ–Ô· ‡ ·‡‰ Ï˘ ‚ÂÊ–˙· ÌÚ Ìȯ˘˜ ۇ ¨¯Á‡ Ì„‡Ó „Ï „Ïȉ˘
Ɖ¯Â‰ ˙‡ · ‰‡Â¯
ÌÈÈ˙ÂÚÓ˘Ó Ìȯ˘˜ ÌÈÈ˜Ï Â˙¯ÈÁ ˘ÂÓÈÓ· ÂÏ ÂÚȯÙÈ ‡Ï ÈÎ ÁË·ÂÈ˘ Íη „ÏÈÏ È„ ‡Ï
È˘ ‡Ó „„ÈÚÏ ‰Î¯„‰Ï ¨˙ȯÓÂÁ ‰ÎÈÓ˙Ï ¨ÌÈÈÊÈÙ Ìȇ ˙Ï ¨˙Á‡ ‡Ï ¨˜Â˜Ê ‡Â‰ ÆÂÏ
Ɖ˘ÚÓÏ ‰Îω  ‚ÂÈ ÂÏ ÌÈÈ˙ÂÚÓ˘Ó Ìȯ˘˜˘ È„Î ¨ÌÈÚÈÈÒÓ‰ ˙ÂÚˆ˜Ó‰
‰ ‰ „Ïȉ ∫¢¯ÂÙ‡ ÌÂÁ˙¢ ‰Î „Ú ‰È‰˘ ÌÂÁ˙· ˙¯ÓÒÓ ˙ڷ˜ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ
‰ÓÂÓÚ‰ ˙ÂÎʉ ÔÓ  ÈÈ Ú· ˙ÂگΉ· ÚÓ˘È‰Ï ˙ÂÎʉ ÔÓ ¨‰ Ó‡Ï ±≤ ÛÈÚÒ ÁÂÎÓ ¨ÌÂÈÎ
„Ïȉ Ìχ ¨Â˙¯‚· ˙„ÈÓÏ ÂÏÈ‚Ï Ì‡˙‰· ÂÈ ÈÈ Ú· ˙ÂگΉ·  ˆ¯Ï ȇ¯ Ϙ˘Ó Ô˙ ÈÈ˘
ƯÁ‡ ‡ ‰Ê ÌÚËÓ ˙ ˙È ‰ ˙ÂÙ„Ú‰Ï „ÁÂÈÓ Ï˜˘Ó ÒÁÈÈ ËÙ˘Ó‰–˙È·˘ Ú·˙Ï È‡ÎÊ Â È‡
È„ÚÂÓ ÈÎ Ú·˜È˘ Íη „Ïȉ Ôˆ¯· ˙·˘Á˙‰‰ ˙·ÂÁ È„È ˙‡ˆÏ ÏÂÎÈ ËÙ˘Ó‰–˙È·
Ï˘ ÌȯÁ‡ ÌȘÂÒÈÚ· ˙¢‚ ˙Ó Ô È‡˘ ˙ÂÚ˘Ï ÂÓ‡Â˙È Ô¯ÂÓ˘Ó Â È‡˘ ‰¯Â‰‰ Ï˘ Ìȯ˜ȷ‰
È„È–ÏÚ Â·ÈÏ–˙Ó¢˙Ï Ìȇ·ÂÓ‰ „Ïȉ Ï˘ ÌÈÈ˙‡ȯ· ÌÈίˆ· ·˘Á˙È˘ Íη ‡ ¨„Ïȉ
Æ„Ïȉ
ÔÙ‡· ÁÈË·‰Ï ˙ ÂÂÎÓ ˙ÂÈ˙¯·Á‰ ˙ÂÈÂÎʉ ÏÚ ËÙ˘Ó‰ ˙ ‚‰˘ ˘È ¨‰ È„Ó‰ Ï˘ ‰ÏÈÚÙ
J. Oakes "What's Wrong with ∫ ÈÈÚ ÆÌÈȘ‰ È˙¯·Á‰ ¯„Ò‰ ¯ÂÓÈ˘ ˙‡ ÏÈÚÙ
˙ÂÈÂÎÊ¢ ˜Ï„ ÂÓ ß‚ ª'Negative Liberty'" 21 L. and Social Inquiry (1996) 79
˙ÂÈÂÎÊ Ï˘ È˙¯·Á‰ „ÓÓÏ ˙ÂÈ˙¯·Á ˙ÂÈÂÎÊÓ ∫˘„Á‰ È˙˜ÂÁ‰ ÁÈ˘· ˙ÂÈÏÎÏΖ˙ÂÈ˙¯·Á
¨˙¯·Á È È„¢ Ï‚Ò–·È·Á ߇ ª±∞∞ ¨πµ—π¥ ¨∂µ ®Ë¢ ˘˙© Ê ‰„·ډ ËÙ˘Ó ÔÂ˙ ˘ ¢Ì„‡‰
¢ ˘˙ χ¯˘È· ËÙ˘Ó‰ Ï˘ ‰ ˘‰ ¯ÙÒ ¢„ÂÒȉ–ȘÂÁ· ‰◊¯Ù ˘ ˙È˙˜ÂÁ‰ ‰ÈȯËÓ‰Â
Ò¯‚ ߇ ª¥∂ ‰¯Ú‰ „ÈÏ ËҘˉ „ÁÂÈÓ·Â ¨±≤∞—±±≤ ¨±∞µ ®Ê¢ ˘˙ ¨Í¯ÂÚ È·ˆ–Ôʯ ߇©
‡Î ËÙ˘Ó È ÂÈÚ ¢Â˙¯ÈÁ ̄‡‰ „·Π∫„ÂÒÈ ˜ÂÁ ˙È˙˜ÂÁ „ÂÒÈ ˙ÂÎÊÎ ÔÈÈ ˜‰ ˙ÂÎÊ¢
ÏÚ ‰ ‚‰Ï ˙ÂÈ˙¯·Á ˙ÂÈÂÎÊ ÏÚ ‰ ‚‰ ÔÈ· ‰ Á·‰Ï Ɖ„ÈÏ ËҘˉ ±¥ ‰¯Ú‰ ¨¥∞µ ®Á¢ ˘˙©
„˜ÂÓÓ‰ ÔÈÈˢ„Ï‚ ¯ÂÒÙÂ¯Ù Ï˘  ÂÈ„ ¨Ï˘ÓÏ ¨Â‡¯ ÌÈ„ÏÈ Ï˘ ¯˘˜‰· ˙ÂÈÁ¯Ê‡ ˙ÂÈÂÎÊ
ÌÈÈΠÈÁ ¨ÌÈÈ˙¯·Á ÌÈ˷ȉ ÌÈ„ÏÈ ˙ÂÈÂÎÊ ¢Í ÈÁÏ ˙ÂÎʉ¢ ÔÈÈˢ„Ï‚ ßÒ ∫Í ÈÁ‰ ÌÂÁ˙·
Ʊ±≥ ®‰¢ ˘˙ ¨Í¯ÂÚ Â‰È˜„ˆ ߢ© ÌÈÈËÙ˘ÓÂ
D.M. Engel & ∫ ÈÈÚ ˙È˙¯·Á ‰¯„‰ ÏÚ ˙¯·‚˙‰Ï ÈڈӇΠ˙ÂÈÁ¯Ê‡ ˙ÂȯÈÁ ˘ÂÓÈÓÏ ±µ
F.W. Munger "Rights, Remembrance and the Reconciliation of Difference" 30
ÆLaw and Society Rev. (1996) 7, 10

8. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
942
–‡Ï ˙¯˜ÂÚÓ ˙ÂÈ‰Ï ‰ÏÂÏÚ Â ÈÈ Ú· ˙ÂËÏÁ‰· Û˙˙˘‰Ï ÚÓ˘È‰Ï „ÏÈÏ ˙ÂÎÊ ˙ÈÈ ˜‰
ÆÂÈ ÈÚ· È˙ÂÚÓ˘Ó Â È‰˘ ÌÂȘ „ÏÈÏ ÌÈÁÈË·Ó Ôȇ ¯˘‡Î ¨ÂÈÈÁ ÏÚ ‰ÚÙ˘‰ ˙ÏÂÎÈÓ ˙Á‡
¨‰¯·ÁÓ ˜ÏÁ ˘È‚¯‰Ï ÂÏ ÚÈÈÒÏ ‰ÈÂ˘Ú ¨ÂÈχ ÍÈÈ˙˘Ó ‰Ó  ÓÓ „ÂÓÏÏ È„Î ¨„ÏÈÏ ‰ ʇ‰
‰¯·Á‰ ÌÚ Â˙‰„ʉ ˙‡ „„ÂÚÏ Íη ¨"outsider" ¨¢‰ ¢¢ ¨¢¯Á‡¢Î ‡Ï ¨‰ÁÙ˘Ó ¨‰Ïȉ˜
±∂Æ˙È·ÈËӯ ‰
˙·¯˙‰Â ‰Ïȉ˜‰ ¨‰ÁÙ˘Ó‰ ÏÚ ‰ ‚‰‰ ˙‡ ÌÈˆÚ‰Ï ‰ÈÂ˘Ú ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰
ȯ·„ ˙‡ ÏË·Ï ˙Â˙Ù˙‰Ï ¨Ìȯ‚·ÓÎ ¨ÌÂÈÎ Â Ï Ï˜ ±∑ÆÂÈχ ˙ÎÈÈ˙˘ÓÎ Â˙‡ ‰‡Â¯ „Ïȉ˘
ÌÈ„ÏÈ ÆÚ„È ¯ÒÂÁÓ ‰˙Ò‰Ó ÌÈڷ Π‡ ÌÈ·Â˘Á ÌÈ Â˙ Ó ÌÈÓÏÚ˙ÓÎ ¨ÌÈÈ˙„ÏÈÎ „Ïȉ
 ÈÈ‡È ‰Ï‡ ÔÈÚÓ ÌȘÂÓÈ ˘ ˙È˘ÓÓ ‰ ÎÒ ˙ÓÈȘ ¨Ì˙Â¯È˘Î–È‡ Ï˘ ¯˙È–˙˘‚„‰Ï ÌÈ„ÚÂÓ
ÛÈÚÒ ˙‡ ‰·¯ ‰„ÈÓ·  ˜Â¯È ÍΠ¨Â ÈÈ Ú· ˙ÂگΉ‰ ÏÚ „Ïȉ Ï˘ ‰ÚÙ˘‰‰ χȈ ËÂÙ ˙‡
‰ ÚÓ ‰ÚÈˆÓ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ ˙ÂÎÊ· ‰¯Î‰ ¨È˙ËÈ˘Ï ±∏Æ·ÈÈÁÓ ÔÎÂ˙Ó ‰ Ó‡Ï ±≤
¨ÌÈÚ„ÂÓ–‡Ï‰Â ÌÈÚ„ÂÓ‰ ¨ÂÈ˙¢‚¯Â „Ïȉ ˙„ÓÚ ˙‡ ‰¯ÈÓ˙Ó ‡È‰ ¯˘‡· ¨ÂÊ ‰ ÎÒÏ
˙Ú„–˙ÂÂÁÓ ÌÈ„ÓÏ ˘ ‰Ï‡Â Âȯ·„Ó ˙Â¯È˘È ÌÈ„ÓÏ ˘ ‰Ï‡ ¨ÌÈÚÓ˙˘Ó‰Â ÌÈ˘¯ÂÙÓ‰
˙‡ ˘„ÁÓ ‰‚È˘ÓÓ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰‰ ˙ÂÚˆÓ‡· ‰¯Ó˙‰‰ ÆÂÈ·‚Ï ˙ÂÈÚˆ˜Ó
˙Ú„‰–ÏÂ˜È˘Ï Ô‰Ï˘ ˙ÂÈË ÂÂϯ‰ ˙‡ ‰ÓȈÚÓ‰ ͯ„· „Ïȉ ˙ÂÓ¢˙ Ï˘ ˙ÂÈÂÚÓ˙˘‰‰
Ô˙Ó ∫‰ Ó‡‰ „ÂÒÈ· ¨È˙ ·‰ ·ËÈÓÏ ¨„ÓÂÚ‰ Ï‡È„È‡Ï ËÙ˘Ó‰ ˙ίÚÓ ˙‡ ˙·¯˜Ó ¨ÈËÙ˘Ó‰
±πÆÂ˙¯‚· ˙ÂÏ·‚Ó· „Ïȉ ˙ÂÓ¢˙Ï Ï˜˘Ó‰ ·¯ÈÓ
‡Â‰ ‰˘ÂÓÈÓ Ìχ ¨„·ÎÏ ˙ÂÎʉ ÔÓ ˙„¯Ù ˙ÂÎÊÎ ˙ÚˆÂÓ ˙ÂÎÈÈ˙˘‰Ï „Ïȉ ˙ÂÎÊ
Û‡ ‡È‰ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰ÚÈ‚Ù ¨˙Á‡–‡Ï ¨ÔΖÏÚ ÆÌ„‡‰ „·Πͯڷ ‰¯Î‰Ï ÈÂËÈ·
ÌÈȯÓÂÁ Ìȇ ˙ ˙ÁË·‰–ȇ ÔÈ‚· „Ïȉ ȯ‰ ˙ÏÈÒÙ ¨Ï˘ÓÏ ¨ÍΠƄ·ÎÏ „Ïȉ ˙ÂÎÊ· ‰ÚÈ‚Ù
˙·¯˙Ï ‰Ïȉ˜Ï ¨‰ÁÙ˘ÓÏ ˙ÂÚÓ˘Ó ÒÂÁÈÈ ‡Ï· Ì‰Ó „Ïȉ ˙˜Á¯‰Â Ì˙ÏÙ˘‰ ¨Ì„ÏÈÏ
‰ÏÂÒÙ ‰ÚÈ‚Ù ‰Â‰Ӊ ≤∞¨ÂÓˆÚ „Ïȉ Ï˘ ‰ÏÙ˘‰ ‡È‰ ÂÈχ ÌÈÎÈÈ˙˘ÓÎ Ì˙‡ ‰‡Â¯ „Ïȉ˘
Æ˙ÂÎÈÈ˙˘‰Ï Â˙ÂÎÊ· ‰ÚÈ‚Ù ‡È‰ ÔÓÊ· · ≤±¨Â„·η
M. Minow Making All the Difference: ∫ ÈÓ ¯ÂÒÙÂ¯Ù Ï˘ ‰ ÂÈ„· Ì‚  ÈÈÚ ±∂
ÆInclusion, Exclusion and American Law (Ithaca, 1990) 297–299
∫ ÈÈÚ ¨Â˙ ‚‰Ï ÌÈÎÈω· „Ïȉ Ï˘ ˙ÂÈ˙ÂÚÓ˘Ó‰ ÂÈ˙˜ÈÊÓ ˙ÂÓÏÚ˙‰·˘ ÌÈ˜Ê Ï ±∑
Goldstein et al., supra note 5; Goldstein, supra note 4; Patton, supra note 5;
K. Kufeldt "Listening to Children: An Essential for Justice" 1 Int. J. of Children's
Rights (1993) 155; O. Stevenson "Social Work Intervention to Protect Children:
ÆAspects of Research and Practice" 1 Child Abuse Rev. (1992) 19
 ÈÈÚ ÌÈ Â˘ Ìȯ˘˜‰· ‰Ï‡ ˙˜ÈÊ ÏÚ ‰ ‚‰Ï „Ïȉ Ï˘ ˙ÈËÙ˘Ó ˙ÂÎÊ Ô‚ÈÚÏ ˙ ÂÈÒ Ï
Ƶ ‰¯Ú‰ ÏÈÚÏ ¨˙¯˜Ӊ
Æπ≥ ÛÈÚÒ ¨± ‰¯Ú‰ ÏÈÚÏ ¨Ô ¯  ÈÈÚ ±∏
Æ≤≥—±π ÌÈÙÈÚÒ ¨Ì˘  ÈÈÚ ±π
ÂË ‰Á¯ ‰¯·Á ¢ÌÈÁÓÂÓ‰ „ȘÙ˙ ˙Èίډ ‰¯ÈÁ·‰ ÏÚ — ß„Ïȉ ˙·ÂËߢ ÒÒ‡Ó ßÓ ≤∞
Æ¥≤≤ ¨¥±µ ®‰¢ ˘˙©
˙ˆ˜Ó¢ Ù¯˜ ßÈ Â ÈÈÚ Â˙¯ÈÁ ̄‡‰ „·Π∫„ÂÒÈ–˜ÂÁ Ï˘ ‰·ÈÏÎ ‰ÏÙ˘‰ È ÙÓ ‰ ‚‰Ï ≤±

9. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
943
‰ÈÈ˘Ú ˙·ÈÈÁÓ ‡È‰ Æ„ÂÒÈ–ÈÎ¯Ú ÏÚ ‰ È‚Ó ¨„·ÎÏ ˙ÂÎʉ ÂÓÎ ¨˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ
Ï˘ ‰ÈÈ˘Ú· ˙ÓÎ˙ÒÓ ‰ ȇ ‰‡ÏÓ‰ Ô˙¢ÓÓ˙‰ Ìχ ¨Ô˙¢ÓÓ˙‰ ˙‡ ¯˘Ù‡Ï È„Î ‰ÓÈ„˜Ó
˙¢ÓÓ˙‰Ï ‰Ó„· ˙‡Ê ¨˙ ‚ÂÓ Ì„‡ Ï˘ Â˙ÂÎÈÈ˙˘‰ ·˘ È˘Â ‡ ÌÂȘ· ‡Ï‡ ¨‡Â‰„ Ô‡Ó
≤≤ÆÈ˘Â ‡ „Â·Î Ï˘ ÈÒÈÒ· ÒÁÈ· · ‰ÎÂÊ Ì„‡˘ È˘Â ‡ ÌÂȘ· Ì„‡‰ „·Î
Ï˘ „ÓÚÓ ˙ÂÁ˙Ù˙‰ ÔÈ·Ï ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰‰ ÔÈ· ‰˜Èʉ ˙‡ ¯‡·Ï ˘˜·‡ ˙ÚÎ
Ô‰ ˙ÂÒÁÈÈ˙‰ ÍÂ˙ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰Ï Ï ÂȈ¯‰ ˙˘È¯Ù· ÍÈ˘Ó‡Â ¨ËÙ˘Ó· „Ïȉ
‰ ‚‰ Ï˘ ˙¯˘Ù‡ ÌÈ‚„‡ ÆÈÓÂ‡Ï È·‰ È·ÈËÈÊÂÙ‰ ÔÈ„Ï Ô‰Â ‰¯·Á‰ ÈÚ„Ó ÌÂÁ˙Ó ˙ ·Â˙Ï
ÔÂÈ„‰ ˙ÓÈ˙Á ̯˷ ¨È„ ÏÈÊ–ÂÈ ‰ ÔÈ„Ï ‰ÈÈ Ù ˙ÂÚˆÓ‡· ˙ÂÎÈÈ˙˘‰‰ ˙ÂÎÊ ÏÚ ˙È˙˜È˜Á
ÔÈ„‰ Ï˘ ÌÈ Â˘ ÌÈÓÂÁ˙· ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰‰ Ï˘ ˙Âȯ˘Ù‡ ˙ÂÈÂÚÓ˙˘‰ ÌÈ‚„‡
ÆÈχ¯˘È‰
ËËËËÙÙÙÙ˘˘˘˘ÓÓÓÓ···· „„„„ÏÏÏÏÈÈÈȉ‰‰‰ ÏÏÏÏ˘˘˘˘ „„„„ÓÓÓÓÚÚÚÚÓÓÓÓ ˙˙˙˙ÂÂÂÂÁÁÁÁ˙˙˙˙ÙÙÙÙ˙˙˙˙‰‰‰‰ÏÏÏÏ ‰‰‰‰˜˜˜˜ÈÈÈÈÊÊÊÊ···· ˙˙˙˙ÂÂÂÂÎÎÎÎÈÈÈÈÈÈÈÈ˙˙˙˙˘˘˘˘‰‰‰‰ÏÏÏÏ ˙˙˙˙ÂÂÂÂÎÎÎÎÊÊÊʉ‰‰‰ ÆÆÆÆ‚‚‚‚
Ú˜¯ ÏÚ ˙˘˜·˙Ó ÂÏÈه ˙¯·ÒÂÓ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰‰ ÌˆÚ ¨È˙ËÈ˘Ï
Ìȯ‰‰ ˙ÂÏÚ· ÏÚ ¯·Ú· Ô‚‰ ËÙ˘Ó‰ ÆËÙ˘Ó· „Ïȉ „ÓÚÓ Ï˘ ˙ȯÂËÒȉ‰ ˙ÂÁ˙Ù˙‰‰
–˙„ÈÓ· ‰˙‡ ˙Ù˜˘Ó ÔÈÈ„Ú ÂÊ ‰ÒÈÙ˙ ‰Ù˜È˘ ˙ÈËÙ˘Ó‰ ‰Ù˘‰ ≤≥ÆıÙÁ ‰È‰ ÂÏȇΠ„ÏÈ·
˙‡ ¯˜·Ï ‰¯Â‰ Ï˘ ˙ÂÎÊ· ‰¯Î‰ ≤¥Æcustody– ‰˜ÊÁ‰ Ô‚ΠÌÈ‚˘ÂÓ· ˘ÂÓÈ˘ È„È–ÏÚ ‰Ó
¨±≤𠮉¢ ˘˙© ‰Î ÌÈËÙ˘Ó ¢Â˙¯ÈÁ ̄‡‰ „·Π∫„ÂÒÈ ˜ÂÁ ÈÙÏ Ì„‡‰ „·ΠÏÚ ˙Âχ˘
Ʊ≥∑
Â˙·È˙η È˘Â ‡ ÌÂȘ Ï˘ È„ÂÒÈ ÔÂÈÙ‡ ‰ÁÈË·Ó ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ ˙ ‚‰˘ ÔÂÈÚ¯‰ ¯Â˜Ó ≤≤
ÆHassall (1994), supra note 4; Hassall (n.d.), supra note 4 ∫ÏÒ‰ ¯¢„ Ï˘
ßÚ· ¨Ì˘ ¨Ù¯˜ ‡¯ „·η ÌÂÈ˜Î È˘Â ‡ ÌÂȘ Ï˘ È„ÂÒÈ ÔÂÈÙ‡ ‰ÁÈË·ÓÎ „·ÎÏ ˙ÂÎÊÏ
¨È˘Â ‡ ÌÂȘ Ï˘ ÌÈÈ„ÂÒÈ ÌÈ ÂÈÙ‡Ï ˙ÂÁÂË·Î „Ïȉ Ï˘ „ÂÒÈ–˙ÂÈÂÎÊÏ Æ±≥𠨱≥∑—±≥∂
M. Freeman The Moral Status Of Children – Essays on the Rights of the Child ∫‡¯
Æ(Hague, 1997) 12–13
ÌÈ„ÏÈ ÔȯÓȈ ßÁ  ÈÈÚ Ë¯ÂÙÓ È¯ÂËÒȉ ÔÂÈ„Ï Æ∑π ÛÈÚÒ ¨± ‰¯Ú‰ ÏÈÚÏ ¨Ô ¯  ÈÈÚ ≤≥
˙·ÂËß ‚˘ÂÓ‰ ˙ÂÚÓ˘Ó ÏÚ¢ ¯Â‡ Ô· ßÈ ¨ÔΠª±∞—∏ ®±π∏π© ÌÈ Ù ˙·¯ ‰ÈÚ· — ÌÈÎÂÓ
Æ∂∞∏ ®‰¢Ï—„¢Ï˘˙© ËÎ ËÈϘ¯Ù‰ ¢ß„Ïȉ
ÂÈÏÚ· ˙ÂÈ‰Ï Ô˙È ˘ ‰Ó–¯·„Ï ‰¯Â‡ÎÏ ÌÈÒÁÈÈ˙Ó ˙ȯ·Ú· ‰˜ÊÁ‰Â custody ÌÈÁ ÂÓ‰ ≤¥
˘  ȇ ¨ÈÏ‚ ‡‰ ÔÈ„· È„ÂÒÈ ÈÂ È˘ ÒÈ Î‰˘ ¨Children Act 1989 ÔΖÏÚ Æ· ËÂÏ˘ÏÂ
¨ÂÓ˜ӷ Æ˙ȯ·Ú· ‰˜ÊÁ‰ ˆ — ÌÈ ˘ ˙Â‡Ó Ï·Â˜Ó ‰È‰˘ custody order Á ÈÓ· „ÂÚ
ÔÈ„· ÌÈ„ÏÈ Ï˘ ¯˘˜‰· ˘„Á Á ÈÓ· ˘ ®Part II© ˜ÂÁÏ È ˘‰ ˜¯Ù·˘ ∏ ÛÈÚÒ
M. Fineman∫  ÈÈÚ ÔΠ¨≤ ‰¯Ú‰ ÏÈÚÏ ¨˙¯˜ӷ  ÈÈÚ Æresidence order — ÈÏ‚ ‡‰
"Dominant Discourse, Professional Language and Legal Change in Child
Custody Decision-Making" 101 Harv. L. Rev. (1988) 727; M. Freeman
"Introduction: Children as Persons" Children's Rights: A Comparative

10. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
944
„Ïȉ ˙˘È Ú ÔΠԯÂÓ˘Ó Â È‡˘ ‰¯Â‰ ÌÚ ¯˘˜ ˙ÈÈÙÎÏ ÔÂÈÒÈ ¨„Ïȉ Ï˘ ÂÁ¯ÂÎ ÏÚ· „ÏÈ
‰‡Â¯‰ ‰ÒÈÙ˙ ˙¯˘Ï ÌÈÏÂÏÚ Â‰¯Â‰ ÌÚ ¯˘˜ ÌÂȘ–ȇ Ï˘· ÂÈ˙ ÂÊÓ ˙Ï·‚‰ ˙ÂÚˆÓ‡·
‡ „Ïȉ ˙ÂÈÂÎÊ Ï˘ Á ÈÓ· ˘ÂÓÈ˘ ÌÈ˙ÈÚÏ ‰˘Ú ˘ Û‡ ¨ÂÈÏÚ· ˙ÂÈ‰Ï Ô˙È ˘ ¯·„ „ÏÈ·
≤µÆ‰Ï‡ ˙ÂÈËÙ˘Ó ˙‡ˆÂ˙ ˙˜„ˆ‰Ï Â˙·ÂË
¯·„ „ÏÈ· ‰‡Â¯‰ ‰ÒÈÙ˙ ˘Ó˘Ï ÌÈÏÂÏÚ Ìȯ‰‰ ÔÈ·˘ ÌÈÒÁȉ ÌÂÁ˙· ˜„ˆ ÈÏÂ˜È˘ Û‡
ÈÎ È ¯Â·Ò ∫¯‚·Ӊ ÈÎ¯ÂˆÏ Ì‡˙‰· ÂÏ ¯Î ˙‰Ï · ˘Ó˙˘‰Ï ¨ÂÈÏÚ· ˙ÂÈ‰Ï Ô˙È ˘
‰¯Â‰ · ‰‡¯˘ „ÏÈ ÈÙÏÎ ˙ ÂÊÓ ˙·ÂÁÓ ¯¯Á˙˘‰Ï ‰¯Â‰Ï ¯˘Ù‡Ó ÔÈ„‰˘ ‰„·ÂÚ‰
‰Ó˜ Ï Ë˜Èȷ‡·Î „ÏÈ· ˘ÂÓÈ˘ ˙¯˘Ù‡Ó ¨˙È‚ÂÏÂÈ· ˙‰·‡ ®–ȇ© ˙ÁΉ ˙ÂÚˆÓ‡·
Á˙ÙÏ „„ÂÚ Â˙‡˘ „ÏÈ Ï˘  ÂÓ‡· „‚· ¯Î ˙Ó‰ ·‡‰ ƯÁ‡ ÌÚ ·‡· ‰„‚·˘ ‚Âʉ–˙··
È‚ÂÏÂÈ·‰ ÂÈ·‡ ¯˘‡Î Û‡ ‰Ó˜ Ï Ë˜Èȷ‡ ˘Ó˘Ó „Ïȉ Æ·‡· ˙ÂÏ˙ Ï˘ ÌÈÈÚ·Ë ÌÈÒÁÈ ÂÓÚ
–È˙Ï·‰ ‰„ÈÏÏ Ïȷ‰˘ ‰ÚÈ Ó–ÈÚˆÓ‡· ˘ÂÓÈ˘ ¯·„· ̇‰ Ï˘ ‡Â˘–‚ˆÓ Ï˘· ÂÏ ¯Î ˙Ó
˜È„ˆÓ‰ ÏÂÂÚ ÂÏ ‰˘Ú ÈÎ ˙Á‡–‡Ï ÔÚÂË ‰Ó¯Ӊ ·‡‰ Ư·‚‰ Ï˘ ÂË·Ó–˙„˜ Ó ‰Èˆ¯
‰ÒÈÙ˙ ˜ÊÁÏ ÏÂÏÚ ËÙ˘Ó‰–È˙· È„È–ÏÚ ÂÊÎ ‰ ÚË ıÂÓȇ Ɖ¯Â‰Î ˙·ÈÂÁÓÓ Â˙‡ ¯ÂËÙÏ
— „ÏÈ Ï˘ Â˙Âȉ· ˙È ˙ÂÓ ˙È˘‚¯ ÂÈχ ÍÈÈ˙˘Ó‰ ‰¯Â‰Ï „Ïȉ ˙ÂÎÊ ÈÎ ˙ү‚‰ ˙È˙¯·Á
Ɖ¯Â‰ È ÈÚ· Ȉ¯ — „ÏÈ ÏÎ
Û‡ „ÏÈ· ˙ȯ˘Ù‡ ‰ÚÈ‚Ù ÏÚ ˙Èχ¯˘È ‰˜ÈÒÙ· ˙Ú„‰ ‰ ˙È ˙ ¯Á‡‰ ÌÈ ˘·
ÈÂËÈ·· ‰ÎÂÊ ˙ÂÏ·‚ÂÓ Â· ̉È˙ÂÈÂÎÊ ÈΠÂÈ¯Â‰Ï ÍÈÈ˘  ȇ „Ïȉ ÈÎ ‰¯Î‰‰ ≤∂Ɖχ ÌÈ·ˆÓ·
Children, ¨È„ ÏÈÊ–ÂÈ ‰ ˜ÂÁ‰ ÆPerspective (M. Freeman ed., Aldershot, 1996) 1
ÚÈˆÓ ¨‰ÓˆÚ „Ú· ˙¯·„Ó Â˙¯˙Â΢ ¨Young Persons and Their Families Act 1989
ÌÏÚ˙‰· Â˙‚˘Ó‰Ï ԉ Â˙ÁÙ˘Ó ˘ÂίΠ„Ïȉ ˙‚˘Ó‰Ï Ô‰ ˙È˙ËÈ˘Â ‰¯È‰· ‰ÙÂÏÁ
ÆÔωτ  ÛÈÚÒ·  ÂÈ„·  ÈÈÚ ÆÌȯ‚·ӷ ˙È„„‰‰ Â˙ÂÏ˙Ó
¯Ú ‰ ˜ÂÁ·  ÈÈÚ „Ïȉ ˙ ‚‰Ï ÆÌ˘ ˙Â˙ÎÓÒ‡‰Â π∞—∏∏ ÌÈÙÈÚÒ ¨± ‰¯Ú‰ ÏÈÚÏ ¨Ô ¯ ‡¯ ≤µ
Æ®®‰Á‚˘‰Â ÏÂÙÈË© ¯Ú ‰ ˜ÂÁ ∫Ôωϩ µ≤ ¨≥±± Á¢Ò ¨±π∂∞—Í¢˘˙ ¨®‰Á‚˘‰Â ÏÂÙÈË©
„‚ ÔÂÚËÏÓ ˜˙˘ÂÓ Â‰¯Â‰ ˙‡ · ‰‡Â¯ „Ïȉ˘ ÈÓ ÈÎ ‰ Úˉ Ï˘ ˙˯ÂÙÓ ‰˜Ó ‰Ï ≤∂
Glennon, supra note 5, esp. at ∫Ô ς ¯ÂÒÙÂ¯Ù Ï˘ ‰ ÂÈ„·  ÈÈÚ ˙ȯ‰‰ Â˙·Á–ȇ
˙ Ӈ ˙·ÂÁ ˘È ‰¯Â‰Ï ‰ÈÙ–ÏÚ˘ ˙ÈËÙ˘Ó ‰Ê˙ ˙Á˙ÙÓ Ô ς ¯ÂÒÙ¯٠Æpp. 279–283
Æ˙ÂÏ˙ ÈÒÁÈ ÂÈÙÏÎ Á˙ÙÏ ‰¯Â‰ ˙‡ · ˙‡¯Ï „Ïȉ Ï˘ „„ÈÚÓ ˙Ú·Â ‰ „Ïȉ ÈÙÏÎ
Ï˘ ˙·‡ÂΉ ˙¯˘Ù‡Ï ÌÈÚ„ÂÓÎ ÌȘÊÁÂÓ ˙ÂÈ‰Ï ÌÈÎȯˆ Ìȯ‰ ÈÎ ¯ÓÂÏ Ô˙È ‰ ÂÈ„ ¯Â‡Ï
ȯ˘˜ ÂÓÚ Ìȯ˘Â˜Â „Ïȉ ÈÙÏÎ ÌÈ·ÈÂÁÓÎ ÌÓˆÚ ÌÈ‚ÈˆÓ Ì‰ ¯˘‡Î Ì‚ÂÊ–È · ˙„È‚·
 ÂÓ‡· ·‡‰ Ï˘ ‰„È‚· ˜È„ˆ‰Ï È„Î ·‡‰ Ï˘  ÂÓ‡· ̇‰ ˙„È‚·· Ôȇ ÈΠ¨„ÏÈ—‰¯Â‰
‰¯Â‰‰ ÈÙÏÎ ˜„ˆ ÈÏÂ˜È˘ ÏÚ „Ïȉ Ï˘ ÌÈÒ¯Ë È‡‰ ˙ ‚‰ ˙‡ ‰ÙÈ„ÚÓ‰ ‰ÒÈÙ˙‰ Æ„Ïȉ Ï˘
˙˜È„·Ï ˙ÈÁ¯Ê‡ ˙ÈËÙ˘Ó ˙˜٠‰ÏÏ˘ ‡ÒÈ‚ „ÁÓ Æ˙ ÈÈ ÚÓ ˙‡ˆÂ˙Ï Ï‡¯˘È· ‰Ïȷ‰
®˙ÈÁ¯Ê‡ ‰‡Î¯Ú È„È–ÏÚ© ˙‰·‡‰ ˙ÚÈ·˜˘ ˘˘Á ˘È ¯˘‡Î ˙‰·‡ ÏÚ ‰ÚÈ·ˆÓ‰ ˙ÂÓ˜¯
‰˜Ó ˘ ‰˜ÈÒÙ ¨‰˘ÚÓÏ ‰Îω Æ®È ·¯ ÔÈ„–˙È· È„È–ÏÚ© „Ïȉ Ï˘ ˙¯ÊÓÓ ˙ÚÈ·˜ ¯Â¯‚˙
ÈÒÂÙÈË ÔÙ‡· ‰ ˜Ó ÔÂϘ · ‰ÏÈËÓ‰ ˙¯ÊÓÓ ˙ÚÈ·˜ È ÙÓ „Ïȉ ÏÚ Ô‚‰Ï ‰Ùȇ˘·
Æ˙¯‰ Ï˘ ¯˘˜ ˜Â˙È ¯·„· ‰Ú¯Î‰· ˙È‚ÂÏÂÈ· ‰˜ÈÊ ÏÚ ˙È‚ÂÏÂÎÈÒÙ ‰˜ÈÊÏ ˙ÂÙÈ„Ú
Ï˘ ·¯ÈÒÓ ˙ ÂÊÓ· Â˙·Á ˙‡Â ¯·‚‰ Ï˘ Â˙‰·‡ ˙‡ ËÙ˘Ó‰–˙È· ˜ÈÒ‰ ‡ÒÈ‚ ̈́ȇÓ

11. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
945
‰ÒÈÙ˙‰ È ¯„ÂÓ‰ ËÙ˘Ó· ‰ÏÈ˘·Ó ‰ÏÁ‰ ˙ ¯Á‡‰ ÌÈ ˘‰ ‰‡Ó· ˜¯ ≤∑Æ̈Ú˙Ó ÈËÙ˘Ó
˘˘Á‰ ‰ÏÚ‰ È˘ÚÓ‰ ‰Ó¢ÈÈ ˙·˜Ú·Â ≤∏¨Âȯ‰ È ÙÓ „Ïȉ ÏÚ ˙„ÁÂÈÓ ‰ ‚‰· ͯˆ ˘È˘
Ì Ó‡ ªË˜Èȷ‡ ¯˙ „Ïȉ Ô΢ ¨Â· ‰ È„Ó‰ ˙ÂÏÚ·· ‰¯Ó‰ „ÏÈ· Ìȯ‰‰ ˙ÂÏÚ· ÈÎ
≤πÆ˘Èȷ‡ ÔÈÈ„Ú Í‡ ¨‰ ‚‰Ï ˘Èȷ‡
–ȘÒÙ ÔÈ· ‰¯È˙Ò‰ ¨È ÈÚ· Æ˙¯ÊÓÓ ˘˘Á Ôȇ ¯˘‡Î ‰ÓˆÚ ‰˜È„· ‰˙‡· ˜„·È‰Ï ¯·‚‰
¯·‚‰ ¨˙ÂÓÈÂÒÓ ˙·ÈÒ · ÈÎ ‡È‰ Ì˙ÂÚÓ˙˘‰ ¨ÂÈ„ÁÈ Ì‡¯˜È‰· Æ˙ȯ‡ÎÏ ˜¯ ‡È‰ ÔÈ„‰
‰˘‡ Æ ÂÓ‡· ̇‰ ˙„È‚· Û¯Á ˜ÂÁ‰ È ÈÚ· „Ïȉ Ï˘ ÂÈ·‡ ‡Â‰ Â˙˘‡ È„È–ÏÚ „‚· ˘
È„È–ÏÚ Ô‰ ¯·‚Ï Èˆ¯–È˙Ï· ÔÂȯȉ È„ÈÏ ‡È·‰Ï ‰‚ÂÊ–Ô· Ï˘  ÂÓ‡· „‚·Ï ‰ÏÂÏÚ
¯˘Ù‡ Ìȯ˜Ó‰ È ˘· ƉÚÈ Ó–ÈÚˆÓ‡ ‰ÏË ˘ ‡Â˘–‚ˆÓ È„È–ÏÚ Ô‰Â ¯Á‡ ¯·‚ ÌÚ ÌÈÒÁÈ
Ìȯ˜Ó‰ È ˘· Ɖ ‰˜˙ ÌÈ · È È˘Â ¯Ò· ÂÏ· ˙‰Óȇ ·˘ ·ˆÓ ˙Ú ÂÓ ‰˜ÈÒÙ‰ ÈÎ ¯ÓÂÏ
̘ ˙‰Ï ‰ÏÈÁ˙· ˘˜·Ó‰ Ú‚٠¯·‚ Ï˘ ˙È‚ÂÏÂÎÈÒÙ ‰˜ÈÓ È„ ˙Ú„‰ ÏÚ ˙ÂÏÚ‰Ï ¯˘Ù‡
˘„ÂÁÓ ÔÈÈ Ú Â‡ ÔÈÈ Ú ˙ÂÏ‚Ï ÈÂ˘Ú ÔÓʉ ÛÂÏÁ ÌÚ ¯˘‡Â ¨‰„ÏÈ ˙ÂÚˆÓ‡· ‚ÂÊ–˙··
‰„ÓÚ‰ ˙˜Ó ‰Ï Æ„Ïȉ È·‡ ˙‡ · ‰‡Â¯ ˜ÂÁ‰˘ ˙‡ȈӉ ÌÚ ÌÈÏ˘Ó ‡Â‰˘ ¯Á‡Ï „ÏÈ·
ÔÈ· Ì„‰ ¯˘˜ ¯·„· ˙È˙„·ÂÚ‰ ˙Ó‡‰ ÏÂÓ Ï‡ ËÙ˘Ó‰–È˙· Ï˘ ÌÈÈ ÈÚ–˙ÓÈˆÚ ‰˜È„ˆÓ‰
˙ÚÈ·˜Ï ÏÈ·Â‰Ï ‰ÏÂÏÚ Ì„ ¯˘˜ ÏÚ ˙ÒÒ·˙Ó‰ ˙‰·‡ ˙ÚÈ·˜ ¯˘‡Î „ÏÈÏ ¯‚·Ó
Ï˘ ·‚‡–˙¯Ú‰© ∑¥π—∑¥∏ ¨∑≥∂ ®±©‰Ï „¢Ù ¨ÈÂÏ ß Ô¯˘ µ¥∏Ø∑∏ ‡¢Ú  ÈÈÚ ¨˙¯ÊÓÓ
ËÙ¢‰ ÈÙÓ ÔÈ„‰–˜ÒÙ© Æ∑±± ®±©ÁÓ „¢Ù ¨˙È ÂÏÙ ß ˘¢ÓÚÂȉ ±≥µ¥Øπ≤ ‡¢Ú ª®ÔÂχ ËÙ¢‰
ÌÚ ÌÈÓÈÎÒÓ ‡ˆÓ ¯Â‡ ÌÈËÙ¢‰ ÆÏÈÚÏ ‰¯Îʉ˘ ·‚‡‰–˙¯Ú‰Ó ÔÈÎÂÓÈ˙ ·‡Â˘ ÔÂχ
Ìȯ˜Ó  Î˙ÈÈ ÈÎ ÌÈү‚ Ìχ ¨ÔÈ˘‰ ˙·ÂË ˙‡ÙÓ ˙‰·‡ ˙ÚÈ·˜–ȇ ‰˜È„ˆÓ‰ ‰„ÓÚ‰
¨˙Ó‡‰ ¨ÔÈ„‰¢ ÔÂχ ßÓ Ì‚  ÈÈÚ ®ÆÔÈ˘‰ ˙·ÂË ˙‡ ˙¯˘˙ ‡Ï ˙‰·‡ ˙ÚÈ·˜–ȇ ̉·˘
„È ËÙ˘Ó È¯˜ÁÓ ¢‰¯·Á‰Â ËÙ˘Ó‰ È„ÂÓÚ ‰Ú·¯‡Â ‰˘ÂÏ˘ ÏÚ — ‰¯˘Ù‰Â ÌÂÏ˘‰
®Â¢ ˘˙© ÊÎ ÌÈËÙ˘Ó ¢˙Ӈ ËÂÙÈ˘ ¨ËÙ˘Ó ÏÚ¢ ˜¯· ߇ ¨ÔΠª≤π∏—≤π∑ ¨≤∂π ®Á¢ ˘˙©
·‡‰ ÈÙÏÎ ˜„ˆ ÈÏÂ˜È˘· ‰ÚÈ‚Ù‰ Ï˘· ˙ÈËÂÙÈ˘‰ ÌÈÈ ÈÚ‰–˙ÓÈˆÚ ˙¯Â˜È·Ï Ʊµ—±¥ ¨±±
¢È ÂÏÈÁ ˜ÂÁ ÔÈ·Ï È˙„ ÔÈ„ ÔÈ· ˜·‡Ó — ‰ÁÙ˘Ó‰ È È„Ï ‰ ˘ ÌÈÚ·¯‡¢ ÔÓÙÈ˘ ßÙ Â ÈÈÚ
·¯ÈÒÏ ˙˜˜Êȉ ÍÂ˙ ‰¯Â‰ ÏÚ ˙ ÂÊÓ ˙·ÂÁ ˙ÏË‰Ï Æ∏µµ—∏µ¥ ¨∏¥∑ ®Ô¢˘˙© ËÈ ÌÈËÙ˘Ó
„¢Ù ¨È ÂÓχ ß È ÂÏÙ µπ¥≤Øπ≤ ‡¢Ú  ÈÈÚ ¨Â˙‰·‡ ˙ÁÎÂ‰Ï ˙ÂÓ˜¯ ˙˜È„·· ˜„·È‰Ï
˙ÂÓ˜¯ ˙˜È„·· ˜„·È‰Ï ¯·‚‰ ˙·ÂÁ ¯·„· Â˙ÚÈ·˜ ˙‡ Ì˘ ˜Ó Ó ËÙ˘Ó‰–˙È· Æ∏≥∑ ®≥©ÁÓ
ƇˆÂÓ ˙‡ ˙Ú„Ï „Ïȉ ˙ÂÎÊ·
Æ≤≥ ‰¯Ú‰ ÏÈÚÏ ¨¯Â‡–Ô· Ï˘ ¯Ӈӷ ¨Ï˘ÓÏ ¨Â ÈÈÚ ≤∑
ÆFreeman, supra note 22 ∫Freeman ¯ÂÒÙÂ¯Ù Ï˘  ÂÈ„· ÔΠ¨Ì˘  ÈÈÚ ≤∏
Ï˘ ËÂÚÈÓ ˙Ú„· Èχ ‡ÂˆÓÏ Ô˙È ÂÊ ˙¯Â˜È·Ï „‰ Æ∂∑ ÛÈÚÒ ¨± ‰¯Ú‰ ÏÈÚÏ ¨Ô ¯ ≤π
‡Ï© È ÂÏÙ ß ˙È ÂÏÙ ≥∞∞πØ∞≤ ‡¢Ú¯· Ɖ ¯Á‡Ï ‰ ˙È ˘ ‰È߈˜Â¯Ù ‰ÏÈȇ ˙ËÙ¢‰
ÌÈ„Ïȉ Ôˆ¯Ï ˙ÂÒÁÈÈ˙‰‰–ȇ ˙‡ ˙¯˜·Ó ˙ËÙ¢‰ ®http//:www.court.gov.il ¨ÌÒ¯ÂÙ
‰¯˜Ó· Æ„ÚÒ‰ ˙ÂÈ¢¯ È„È–ÏÚ Â‰¯Â‰ ˙¯ÂÓ˘ÓÓ „ÏÈ ˙‡ˆÂ‰Ï ÌÈÈÙÂÏÁ ÌÈÚˆÓ‡ ȈÈӖȇÂ
ÈÙÏ Â˙ ‚‰Ï ÍÈω· ˙ȯ‰ ‰˙Ò‰ Ï˘· ˙È„ÒÂÓ ˙¯‚ÒÓÏ „ÏÈ ¯È·Ú‰Ï ˘È ÈÎ ÔÚË ÔÂ„È ‰
±±—±∞ ˙˜ÒÙ· ¨‰È߈˜Â¯Ù ˙ËÙ¢‰ ‰¯È·ÒÓ ‰È¯·„ ÌÂÎÈÒ· Æ®‰Á‚˘‰Â ÏÂÙÈË© ¯Ú ‰ ˜ÂÁ
‰¯Â‰ ÔÈ· ¯˘˜‰Â ˙ȯ‰‰ ˙¯ÂÓ˘Ó‰ ¨Ï‡¯˘È· ‰¯·Á‰ Ï˘ ‰ÈÎ¯Ú ÈÙ ÏÚ¢ ∫‰ È„–˜ÒÙÏ

12. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
946
‰ ˜ÒÓ‰ ˙˜Ò‰ È„Î „Ú „Ïȉ Ï˘ Â˙·ÂË ˙ ·‰ ‰ÏÏÎ˙˘‰ ˙ ¯Á‡‰ ÌÈ ˘‰ Ìȯ˘Ú·
· ÔÂÓˉ χȈ ËÂÙ‰ ÏÚ Ô‚‰Ï ˘È ÈΠ¨Ì„‡ ˙ÂÈÂÎÊ· ‡˘Â ‰ ˘ÈÈ·ÂÒ ‡Â‰ „Ïȉ ÈÎ ‰¯Â¯·‰
∫ÔÂÈ„‰ „˜ÂÓÏ ‰ÏÚ ˘„Á χȄȇ ≥∞ÆÌ„‡Î „·ΠÏÚ ‰ ‚‰‰ ˙¯‚ÒÓ· ˙ÈÓˆÚ ‰Ó˘‚‰Ï
˙Èί¯È‰‰ ‰¯·Á‰ ˙ÚȘ˘ Ï˘ ȇÂÂÏ–¯ˆÂ˙ ‡È‰ ˙ÂÈË ˙‡‰ ¨˙ÓÈÂÒÓ ‰„ÈÓ· Æ˙ÂÈË ˙‡‰
¯·ÚÓ Ï‡ ÛÒ „Úˆ  ˙‡ „ÈÚˆ‰Ï ÔÂÂÎÓ ‰Ê χȄȇ Ư¯· ˯ى Ï˘ „ÓÚÓ ‰È‰ ‰·˘
‡Ï ÂÓˆÚ ˙‡ ¯È„‚‰Ï ˯ÙÏ ‡¯Â˜ ˙ÂÈË ˙‡‰ χȄȇ ∫Ì„‡‰ „·ΠÏÚ ˙È¢ÎÚ ‰ ‚‰Ï
˙¯‰·‰ ≥±Æ˙ȇӈÚ ˙È¯Â˜Ó Í¯„· ‡Ï‡ È˙¯·Á‰ „ÓÚÓ ¯·„· ˙ÂÓÎÒÂÓ ˙ÂÚˆÓ‡·
˙¯‚ÒÓ· ÂÏ·Ò· ˙È˘ÓÓ ˙·˘Á˙‰ ˙ÁË·‰Â ≥≤ÌÈ„ÏÈ ˙ˆÂ·˜Ó ÔÁ·ÂÓ‰ „ÏÈÏ ˙·ÈÂÁÓ‰
ÏÚ·Î ÂÓˆÚ ˙‡ ¯È„‚‰Ï ÂȈӇӷ ˯ÙÏ ˙ÂÚÈÈÒÓ ≥≥Â˙ ‚‰Ï ÌÈ ÂÂÎÓ‰ ÌÈÈËÙ˘Ó‰ Ìȯ„Ò‰‰
Ƅ·ÎÏ ‰È‡¯‰ ˙ÈË ˙‡ ˙‰Ê
˙Ï·˜Ó ¨ÂÈχ ÍÈÈ˙˘ÓÎ ‰‡Â¯ ‡Â‰ ‰Ó ¨Â˙Èȉ ˙‡ ¯È„‚Ó „Ïȉ „ˆÈÎ ‰Ï‡˘‰ ÔΖÏÚ
˙¯‚ÒÓÏ „ÏÈ ˙¯·Ú‰ Ï˘ ÈÂÙÎ ÈÚˆÓ‡ ˙ÏË‰Ï ˙ Úȉ ÆÆƉ ÂÈÏÚ ‰ÏÚÓÓ Í¯Ú ‡Â‰ „ÏÈÏ
‡Ï ÈÎ ÈÏ ‰‡¯ ÆÆÆ˘„Á ‰ÏÂÚÙ ·È˙ ÏÂÏÒÏ ‰ÏÂÏÚ ÆÆÆÂ È ÙÏ˘ ‰Ê Ô‚Π‰¯˜Ó· ˙È„ÒÂÓ
ÆÆƯ·„· ÌÈÚ‚Â ‰ ÏÎÏ ¯·˘ ‡Â‰ ‰ÁÙ˘Ó‰ ˙„Á‡· ¯·˘ ÏÎ ÆÆƯÚ ‰ ˜ÂÁ ÔÂÂÈÎ ÍÎÏ
‰˘˜ ÌÈ˙ÈÚÏ ‡È‰ ̇ Ì‚ ¨˙ȯ‰‰ ˙¯ÂÓ˘Ó‰ ÆÆÆ„ÁÂÈÓ· ‰Ï„‚ ÌÈ„Ïȉ Ï˘ Ì˙ÂÚÈ‚Ù
ÌÓÂÏ˘˘ ÌÂ˜Ó ˜¯ ÔÎ˙˙ ‰ ÓÓ ‰‚ȯÁ ÆÏÎÏ ‡ˆÂÓ ˙„˜ ˙˘Ó˘Ó ‡È‰ ÆÆƷ‡ÎÓ ˙ ÂÚËÂ
˙¯‚ÒÓÏ Ì˙¯·Ú‰Â ˙ȯ‰‰ ˙¯ÂÓ˘Ó‰Ó Ì˜Â˙È ¨‰„ÈÓ ˙Ó‡ ÏÎ ÈÙ ÏÚ ¨·ÈÈÁÓ ÌÈ„Ïȉ Ï˘
¢Æ‰Ê ÔÁ·Ó Ï˘ ¯„‚· ÏÙ  ȇ ¨ÈÓÚËÏ ¨‰Ê ‰¯˜Ó Æ˙¯Á‡
ÏÈÚÏ ¨Ù¯˜ ‡¯ ÌÈ Â˘ ÌÈÁ ÈÓ· ÈÓˆÚ ˘ÂÓÈÓÏ È„ÂÁÈÈ Ï‡Èˆ ËÂÙ ÏÚ Ô‚ÓÎ Ì„‡‰ „·ÎÏ ≥∞
‡Ó ËÈϘ¯Ù‰ ¢˙È˙˜ÂÁ ˙ÂÎÊÎ Ì„‡‰ „·΢ ˜¯· ߇ ªµ± ‰¯Ú‰ „ÈÏ ËҘˉ ¨≤± ‰¯Ú‰
˜ÂÁ· ÌÈ ÂÈÚ ˙È˯˜ÂÓ„Â ˙È„Â‰È ‰ È„Ó Ï˘ ‰Èίڢ ԉΠßÁ ª≤∑∑—≤∑∂ ¨≤∑± ®‚¢ ˘˙©
‰˜ÈÒÙÏ Æ≥π—≥∏ ¨π ®„¢ ˘˙© Ï·Âȉ ¯ÙÒ — ËÈϘ¯Ù‰ ¢Â˙¯ÈÁ ̄‡‰ „·Π∫„ÂÒÈ
¨µπ¥≤Øπ≤ ‡¢Ú ¨Ï˘ÓÏ ¨Â‡¯ Ì„‡‰ „Â·Î Í¯Ú ˙ ‚‰Ï ȇ¯˘ ÈÓ Ï‡Î „ÏÈÏ ˙ÒÁÈÈ˙Ó‰
¨È¢Ó ß ¯Ù˘ µ∞∂Ø∏∏ ‡¢Ú ªµ∑∏ ®≤©ËÓ „¢Ù ¨È ÂÏÙ ß ˙È ÂÏÙ ≥∞∑∑Øπ∞ ‡¢Ú ª≤∂ ‰¯Ú‰ ÏÈÚÏ
Æ∏∑ ®±©ÁÓ „¢Ù
ÆTaylor, supra note 5, at pp. 30–32 ≥±
Van Praagh, supra note 2, at p. 203; J. Eekelaar "The Interests of the ∫ ÈÈÚ ≥≤
Child and the Child's Wishes: The Role of Dynamic Self Determination" The
Best Interests of the Child – Reconciling Culture and Human Rights (P. Alston
ed., Oxford, 1994) 42, 57–58; Z.W. Falk "Rights and Autonomy – Or the Best
Interests of the Child?" Children's Rights and Traditional Values (G. Douglas &
L. Sebba eds., Aldershot, 1998) 111, 116; Ronen, supra note 5, at pp. 255–
Æ259
Ronen, ibid, ibid; Kufeldt, supra note 17; M. Minow "Words ∫  ÈÈÚ ‰Ê ÔÈÈ ÚÏ ≥≥
and the Door to the Land of Change: Law, Language and Family Violence" 43
Vand. L. Rev. (1990) 1665; L. Bilsky "Naming and Re-Categorization in the Law
ÆChild Abuse as Slavery" 5 Int. J. of Children's Rights (1997) 147

13. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
947
ÒÁÈ ‡Â‰ È˘ÙÂÁ ÔÙ‡· ÂÓˆÚ ˙‡ ˘ÓÓÏ ÏÎÂÈ „Ïȉ˘ ÍÎÏ ÈÁ¯Î‰ ȇ ˙ ∫Û˜Â˙ ‰ ˘Ó ÌÂÈÎ
≥¥ÆÂ˙Èȉ ˙‡ ÂÏ˘ Â˙¯„‚‰Ï „Â·Î Ï˘
ÁÂΉ ÈÏÚ· ˙‡ ˙¯˘Ó‰ ÈËÙ˘Ó ¯Ë˘ÓÓ ¯·ÚÓ ÏÚ ÚÈ·ˆ‰Ï Ô˙È ˙ȯÂËÒȉ ‰Èȇ¯·
ÁÂΉ È„˜ÂÓÓ ˙ ¢ ˙ˆ·˜ Ï˘ ‰¯„‰ ÏÚ ˙˙˘ÂÓ‰ ÈËÙ˘Ó ¯Ë˘Ó ¨ÈÏÎÏΉ ÈËÈÏÂÙ‰
È È„Ó ÁÂη ‰ËÈÏ˘· ÏΉ Ï˘ ˙ÂÙ˙˙˘‰ ¯˘Ù‡Ó‰ ¯Ë˘Ó ˙‡¯˜Ï ≥µ¨È ȄӉ ÈÏÎÏΉ
˯ى ˙˜˙˘‰ ˙‡ È˯˜ÂÓ„ ¯Ë˘Ó· ÌȘȄˆÓ Ì È‡ ÏÏΉ Ï˘ ÌÈÒ¯Ë È‡˘ ÈÙÎ ≥∂ÆÈÏÎÏÎÂ
‰ÁÙ˘ÓÏ „ÏÈ Ï˘ Â˙¯˘˜˙‰· ‰ÚÈ‚Ù ¨È˙Ú„Ï ¨ÌȘȄˆÓ ̉ Ôȇ Ì‚ ÍÎ ¨ËÂÚÈÓ ˙Ú„·˘
˙È˙ÈÈÓÈ Ù ˙¯‚ÒÓÓ ·ÂË ˙ÂÁÙ Â˙‡ ˙Î ÁÓ ‡È‰˘ È ÙÓ ÂÏ˘Î Ô˙‡ ‰‡Â¯ ‡Â‰˘ ‰Ïȉ˜ÏÂ
‰È‰˘ ‰ÊÏ ‚‰Â ‰ ÈËÙ˘Ó‰ ¯Ë˘Ó‰ ˙‡Â¢‰ Æ‰Ï ‰Ó¯˙ ˙‡Ïډ ‰¯·Á‰ ÈÎ¯Ú ÌÚ ˙‰„ʉÏ
ÌÈ„ÏÈ ÌÈ˘ ¨ÌÈ„·Ú ̉·˘ ¨˙È˯˜ÂÓ„‰ ‰ Â˙‡· ۇ Ì„˜‰ Á¯ÊÓ· ¨‰˜È˙Ú‰ ÈÓ¯· ‚‰Â
ËÙ˘Ó‰ ˙ÂËÈ˘ Ï˘ ˙ÂÈ˘Â ‡‰ ˙‡ ‰ ¢‡¯ ‰·˘ÁÓ· ‰˘È‚„Ó‰ ‰‡Â¢‰ ‡È‰ ¨ÔÈÈ ˜ ¯„‚· Âȉ
ÒÁȉ Ï˘ ˙ÙÒ ‰ ÈÁ· Ìχ ÆÌ„‡ ‡Â‰ ¯˘‡· · ‰ÎÂÊ Ì„‡‰˘ „·Ή ˙‡Â ˙ÂÈ ¯„ÂÓ‰
¯Â¯·  ȇ ̉Èχ ÒÁȉ˘ ‰„ÈÚÓ ˘ÓÓ ‰Ï‡  ÈÓÈÏ „Ú ÌÈ„ÏÈÏ ÌÈ˘ Ï ¨ÌÈ„·ÂÚÏ ÌÈ„·ÚÏ
 ‡˘ ¯ÓÂÏ ¯˙ÂÈ ÔÂÎ ¨¯ÓÂÏÎ ÆÈ˙‚¯„‰Â ͢Ó˙Ó ¨ÈËȇ ÍÈω˙ Ï˘ ‰‡ˆÂ˙ ‡Â‰Â ¯˜ÈÚ ÏÎ
˙‰ÊÏ ˙¯·Â‚ ˙ÏÂÎÈ ˙·˜Ú· ˙ÏÂʉ ÈÙÏÎ ˙ȯÒÂÓ‰ ˙·ÈÂÁÓ‰ ˙˜ÓÚ‰· ˇ ˇ ÌÈÓ„˜˙Ó
≥∑ÆÔ‰ÈÏÚÓ ˙ÂÏÚ˙‰Ï ȷÓÂÙ· ÔÙ˘ÂÁÏ ¨Â ΠÈÁ· ˙ÂÚ·ˉ ˙ÏÂʉ „‚ ˙ÂÈˉ
˙·Á¯ÂÓ ‰ÁÙ˘ÓÏ ˙·¯˙Ï ¨‰Ïȉ˜Ï ¨„ÏÈÏ ˙ÂÈ˙ÂÚÓ˘Ó ˙˜ÈÊ ÏÚ Ô‚‰Ï ‰ÈÈË ‰
‰ÎÂ˙Ó ‰¯È„Ó ‰¯·Á‰ ¯˘‡Î ∫‰¯„‰Â ˙ÂÎÈÈ˙˘‰ Ï˘ ˙È˙·¯˙ ‰È ·‰ È„È–ÏÚ ˙·ˆÂÚÓÂ
Goldstein, supra note 4; Goldstein et al., supra note 5; A. Solnit ∫Ì‚  ÈÈÚ ≥¥
"Children's Rights and Needs in the Light of New Research" Milton and Elanor
ÆFromer Lecture on Early Childhood Education (Jerusalem, 1986)
ÈÏ‚ ‡‰ ÈÂËÈ·Ï ®˙È˙¯·Á© ˙ÂÈÏ¢ Ì‚¯˙‰ ÏÚ ®˙È˙¯·Á© ‰¯„‰ Ì‚¯˙‰ ˙‡ È˙Ù„Ú‰ ≥µ
‰·È˙η ÂÓ‚¯˙· ‡ ÈÏ‚ ‡‰ Á ÂÓ· ·¯ ˘ÂÓÈ˘ ‰˘Ú ‡Ï˘ ÔÂÂÈÎÓ Æ(social) exclusion
‰Ê ÈÏ‚ ‡ ‚˘ÂÓÏ ¯Á‡ Ì‚¯˙ Æ˘¯˙˘È ‰Ê Ì‚¯˙ ÈÎ ˙ÂÂ˜Ï ÊÚÓ È ‡ ¨Ï‡¯˘È· ˙ÈËÙ˘Ó
ÌÈÁ ÂÓ· ˘Ó˙˘‰Ï È ÈÚ· ÛÈ„Ú Æ®˙È˙¯·Á© ˙ÂÈÏ¢ ‡Â‰ ®social marginality ‚˘ÂÓÏ ÔΩ
¨‰¯È„Ó‰ ·Â¯‰ ˙Ïȉ˜ Ï˘ ¨‰ÈÈ˘ÚÏ ¨‰ÏÂÚÙÏ ÊÂÓ¯Ï ÌÈÈÂ˘Ú Ì‰˘ ¯Á‡Ó ‰¯„‰Â exclusion
ÊÂÓ¯Ï ‰ÏÂÏÚ ˙ÂÈÏ¢ ¨˙‡Ê ˙ÓÂÚÏ Æ·Â¯‰ ˙·¯˙· Ô˜È˙ ÔÂÚË ‰Ó χ˘Ï ÔÂÈÒÈ „„ÂÚÏÂ
Ï˘ Ì˙ ÈÁ·Ó Ì‚ÙÏ ÌÚË ÂÏÈÙ‡ · ˘È ¨ÏÂÎÈ·Î ÔÂ˙ ·ˆÓ ‡Â‰ Ìȯ„ÂÓ‰ Ï˘ Ì·ˆÓ ÈÎ
‰‡¯ ‰ ÈÙÎ ¨ÂÚÈ‚‰ ¨¢ÌȯÁ‡‰¢ ¨¢Ì‰¢ ÂÏȇ ÌÈ ÈÈ Ú‰ „˜ÂÓ· ÌÈ·Âˉ ¢Â ‡¢ ∫Ìȯ„ÂÓ‰
Ɖ¯·Á‰ ÈÏÂ˘Ï ¨Ì˙‚‰ ˙‰ ˙Ó˘‡· ‡ ڷˉ ͯ„·
J. Raz ∫ ÈÈÚ ÔΠªMinow, s u p r a note 16, at pp. 381–383 ∫‡¯ ≥∂
Æ"Multiculturalism" 11 Ratio Juris (1998) 193
˙ÂÈ˙¯·Á ˙Âӯ · ˙Ù˜˙˘Ó‰ ˙ȯÒÂÓ‰ ˙·ÈÂÁÓ‰ ˙˜ÓÚ‰ Ï˘ ȯÂËÒȉ ÍÈω˙Ï ≥∑
A. Nandy At the Edge of Psychology – Essays in Politics and ∫ Â ÈÈÚ ¨˙ÂÈËÙ˘ÓÂ
¨∑∞¥ ®µ©ÂÓ „¢Ù ¨‰Ë‡Â‚ ß È¢Ó ≤±¥µØπ≤ Ù¢˘· ÆCulture (Oxford, 1990) 30–31
 Ȅ–˜ÒÙÏ ∑ ‰˜ÒÙ ¨≤≤µ ®≤©ËÏ „¢Ù ¨˙¯ÈÁ·‰ ˙„Ú ¯¢ÂÈ ß ÔÓÈÈ ≤Ø∏¥ ·¢Ú ª∑±∂—∑±¥
Æ≥∞∞—≤π∏ ßÚ· ÔÂχ ËÙ¢‰ Ï˘  Ȅ–˜ÒÙÏ ±∞ ‰˜ÒÙ ¨≤π¥—≤π≥ ßÚ· ÔÂχ ËÙ¢‰ Ï˘

14. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
948
˙ÂÓ‚٢ ‡ ¢‰Ó¯Â ‰¢ ÔÓ ¢˙ÂËÂÒ¢ ¨¢˙‚ȯÁ¢Î ˙ ¢ ˙ÂÏȉ˜Â ˙ÂÈ·¯˙ ˙ÂÁÙ˘Ó
¨˙ÂÎÈÈ˙˘‰ Ï˘ ˙·¯˙· ÂÏȇ ¨Ô‰Èχ „Ïȉ ˙˜ÈÊ ÏÚ Ô‚‰Ï ‡Ï ˙„ÚeÓ ‡È‰ ¨¢˙ȯÒÂÓ
˙˘ÂÁ˙ ÏÚ ‰ ‚‰Ï ÈÂÙˆ „Ïȉ ¨‰ ¢‰ Ï˘ ‰ÏÈÁ˙ÎÏÓ ‰ÏÈÒÙ Ôȇ ‰·˘ ˙ÈËÒÈϯÂÏÙ ˙·¯˙
≥∏ƯÁ‡Ï ‰ Â˘Ï ˙ÂÎÈÈ˙˘‰
ÔÂÈÒÈ · ¯‰ÊȉÏ ¨ÂÈχ ÍÈÈ˙˘ÓÎ ‰‡Â¯ „Ïȉ˘ ‰Ó ÏÚ ‰ ‚‰‰ ˙‡ ˘È‚„‰Ï ˘È ÔΖÏÚ
Æ„Ïȉ Ï˘ ÌÈÒ¯Ë È‡‰ ˙ ‚‰Ï ‰Ê ˘‚„ ̇Â˙  ȇ˘
˙˙˙˙ÂÂÂÂÎÎÎÎÈÈÈÈÈÈÈÈ˙˙˙˙˘˘˘˘‰‰‰‰ÏÏÏÏ ˙˙˙˙ÂÂÂÂÎÎÎÎÊÊÊÊ···· ‰‰‰‰¯¯¯¯ÎÎÎΉ‰‰‰ÏÏÏÏ ÏÏÏÏ ÂÂÂÂÈÈÈȈˆˆˆ¯¯¯¯‰‰‰‰ ÆÆÆÆ‚‚‚‚
˙È˘È‡ ˙ÂÚÓ˘Ó ÏÚ· ¯˘˜‰Î ˙·¯˙Ï ˙Èχ¢ÏË È‡ ‰Ë˘Ù‰Î ˙·¯˙Ó Æ±
˙ ‰ÈÏ ÏÎÂÈ „Ïȉ˘ ˙·¯˙‰ È‰Ó ∫χ˘Ï ˘˜·‡ ≥π¨˙·¯˙ ‚˘ÂÓ‰ ˙‡  ˙¯„‚‰ ¯Â‡Ï
‰ÁÙ˘Ó‰ ˙·¯˙ ‡ „Ï ÂÎÂ˙Ï˘ ËÂÚÈÓ‰ ˙·¯˙ ̇‰ ø‰ Ó‡Ï ≥∞ ÛÈÚÒ ˙ˆӷ ‰ ÓÓ
øÈ˙·¯˙ ËÂÚÈÓÏ ˙ÎÈÈ˙˘Ó ‡È‰ Ì‚ ̇ Í Á˙‰Â Ï„‚ ‰·˘ ˙ˆÓ‡Ó‰ ‡ ˙ Ó‡‰
˙·¯˙Ï Ë¯Ù‰ ˙˜ÈÊ Ï˘ ‰˙ ÈÁ· ÈÎ ¨Ô‡Î ‰ˆÓ‡˘ ‰¯„‚‰‰ ¯Â‡Ï ·Â˘ ¨·È˘‰Ï ÚȈ‡
˙·¯˙ ‡È‰ ÂÊ ˙·¯˙˘ ÔÈ· ¨˙ˢÙÂÓ ˙·¯˙Ï ‰˜ÈÊ ˙ ÈÁ·Ï ˙ ÂÂÎÓ ˙ÂÈ‰Ï ‰Îȯˆ ‰ ȇ
˙ίÚÓÏ ¨‰· ‰Ò ˙Ó Ë¯Ù‰˘ ÈÙÎ ˙·¯˙Ï ‡Ï‡ ¨ËÂÚÈÓ Ï˘ ˙·¯˙ ‡È‰˘ ÔÈ·Â ·Â¯
˙ÂÈÂÚÓ˘Ó ˙ίÚÓ ¨ÂÈÈÁ ˙Â‡ÈˆÓ ˙‡ ‰˙ÂÚˆÓ‡· ˘¯ÙÓ „Ïȉ˘ ˙ÓÈÂÒÓ‰ ˙ÂÈÂÚÓ˘Ó‰
·ˆÓ ‡È‰ ÂÊ ˙ÂÈ„ÂÁÈÈ ¯˘‡Î ¥∞¨È„ÂÁÈÈ ¯˘˜‰ Ï˘ ÔÂÈÙ‡ ˙ÂÏÚ· Ô‰˘ ÂÈÈÁ ˙·ÈÒ · ‰ÚÂË ‰
˙ÂÎʉ ˙ÂÚˆÓ‡· ÂÊ ˙ÂÈ„ÂÁÈÈ ÏÚ ‰ ‚‰‰Â ¯Á‡‰ ˙ÂÈ„ÂÁÈÈ· ‰¯Î‰‰ ÆÈÏÒ¯ÂÂÈ Â‡ È˘Â ‡
˙·¯˙ ¥±Æ˙ ¢ ˙ÂÈ·¯˙Ó ÌÈ„ÏÈ ÔÈ· Û˙¢Ӊ ˙‡ ˘È‚„‰Ï Û¢ÁÏ ˙ÂÈÂ˘Ú ˙ÂÎÈÈ˙˘‰Ï
˙È„¯Á ˙È„Â‰È ˙·¯˙ ¨˙È„¯Á ˙È„Â‰È ˙·¯˙Ó ‰ ¢ ÁÂ˙ÈÙ–˙¯ÈÈÚ È · Ï˘ ˙Ȅ‰È
‰¯„‚‰ ÏΠƉ‡Ï‰Â ‰‡Ï‰ ÔΠ¨˙ȇ˜È¯Ó‡ ˙È„¯Á ˙È„Â‰È ˙·¯˙Ó ‰ ¢ ˙ÈÓÏ˘Â¯È
Æ˙·¯Â˜Ó ‰¯„‚‰ ‡Ï‡ ‰ ȇ ˙·¯˙ Ï˘ ˙È˙ˆÂ·˜
¨ÂÈÈÁ· ÌÈ Â˘ ÌÈÚÂ¯È‡Ï Ô˙ÈÈ˘ ˙ ˘¯Ù‰ ÏÚ ˙ÂÚÈÙ˘Ó ‰˜ÈÊ ÔÓÚ ÌÈȘ „Ïȉ˘ ˙ÂÈ·¯˙
 ˙È ‡Ï ÌÏÂÚÏ ·Â¯˜ ÏÈ‚ È · ÌÈÁ‡ ÌÈ„ÏÈ È ˘ ÔΖÏÚ ¨ÂÊ ˙ ˘¯Ù ˙·È˙ÎÓ Ô È‡ ͇
M. Kline "Child Welfare Law, 'Best Interests of the Child', Ideology, and ∫‡¯ ≥∏
First Nations" 30 Osgoode Hall L. J. (1992) 375; N. Schorr "Foster Care and the
Politics of Compassion" Family Matters – Readings on Family Lives and the
Law (M. Minow ed., New York, 1993) 117; A. Cooper, R. Hetherington,
K. Bainstow, J. Pitts & A. Spriggs Positive Child Protection – A View from
ÆAbroad (Dorset, 1995) 6–7, 131–133
Æ∏ ‰¯Ú‰ „ÈÏ ËҘˉ ÏÈÚÏ ≥π
ÆKline, supra note 38 ∫Ï˘ÓÏ ¨Â‡¯ ¥∞
M. Minow Not Only for Myself – Identity, Politics and the Law (New York, ∫‡¯ ¥±
Æ1997) 24

15. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
949
‰ÈÂ˘Ú È˘È‡‰ ÂÓÏÂÚ· ÌÈÚÂ¯È‡Ï „ÏÈ Ô˙ÈÈ˘ ˙ ˘¯Ù ÆÚ¯ȇ Â˙Â‡Ï ÔÈËÂÏÁÏ ‰‰Ê ˙ ˘¯Ù
·ˆÓ ˙·ÈÒÏ ÒÁÈ· ÂÏ˘ ÌȘÒȉ‰ ÏÚ ˙ÂȯÒÂÓ‰ ÂÈ˙Âίډ ÏÚ ¨ÂÏ˘ ڄȉ ÏÚ ÒÒ·˙‰Ï
¯·„· ‰Á ‰ ÏÚ ÒÒ·˙‰· ÌÈÏÚÂÙ „Ïȉ ÌÚ ·ÈËÈ‰Ï ÌÈ˘˜·Ó‰ Ìȯ‚Â·Ó ¯˘‡Î ¥≤ÆÈÁΠ‰
ÈÓÎ ÌÓˆÚ· ‰ ÂÓ‡ Á˙ÙÏ ˙ ӄʉ ‰Ï‡ ÌÈ„ÏÈÓ ÌÈÏÏ¢ ̉ ¨ÌÈ„ÏÈ Ï˘ Ì˙Â¯È˘Î–È‡
Ï˘ Ì˙ÙÈ˘Á ÔÈÈ Ú· ÔÂÈ„· ¨Í˘Ó‰· ‰‡¯ ˘ ÈÙÎ ¥≥Æ̉ÈÈÁÏ ‰ÏÈÚÙ ˙ÂȯÁ‡ ÏÂËÈÏ ÌÈÏ‚ÂÒÓ˘
˙‡ ·ˆÚÏ ¯È„‚‰Ï „ÏÈ Ï˘ Â˙Â¯È˘Î–È‡ ¯·„· ‰Á ‰ ¨˙ ¢ ˙ÂÈ˙·¯˙ ˙¯ÂÒÓÏ ÌÈ„ÏÈ
Â˙‡ ¯È„Ó „Ïȉ ˙‡ ˘ÈÏÁÓ‰ ÌÊÈÏ ¯ËÙÏ ‰ÏÈ·ÂÓ ˙ ¢ ˙ÂÈ˙·¯˙ ˙ÂÏȉ˜Ï ÂÈ˙˜ÈÊ
Æ˙ÂËÏÁ‰‰ ˙Ï·˜ ÈÎÈω˙Ó
¯Á‡Ó ÌÂÈÒ ˙·ÈÒÓÓ È˙ ˘ ÏÂÈËÓ ¯„ÚÈ‰Ï ıχ ‰¯˜ÂÈ–˙ Â΢ ·˘Â˙ ¯Ú ˘ ÁÈ
ÌÏ˘Ï ÌÈÎÒ‰˘ ˙‰·‚‰ ˙ÂÈÂÏÚ‰ ˙‡ ÌÏ˘Ï ·¯ÒÓ ¨‰˘˜ ˙ÈÏÎÏÎ ‰˜ÂˆÓ· ÔÂ˙ ‰ ¨ÂÈ·‡˘
¨‰Ïȉ˜ ‰˙‡· ÂÏÈ‚–È · ˙·¯˙·˘ ÌÈÚ„ÂÈ Â ‡ ÈÎ Ì‚ ÁÈ ÆÌÈ„ÂÓÈω ˙ ˘ ˙ÏÈÁ˙ ÌÚ
Ï˘ È˙¯·Á‰ „ÓÚÓ· „Â‡Ó Ú‚ÙÏ ‰ÏÂÏÚ ˙ÂÈÏÎÏÎ ˙·ÈÒÓ ‰Ï‡ ÌÈÚ¯ȇ· ˙ÂÙ˙˙˘‰–ȇ
ͯ„ ¨¯Ú ‰ È·‡ Ï˘ ‡ˆÂÓ‰–˙·¯˙·˘ „ÂÚ· ¨¯ÂÎÈ Â ‚ÚÏ Ï˘ ˙·‚˙Ï Ïȷ‰Ï ¯Ú ‰
¯Â‡Ï Ú·˜Ï ¯˘Ù‡ ̇‰ ÆÈ¯Ó‚Ï ˙ÈÚ·Ë ‰ ȉ ˙ÈÏÎÏÎ ‰˜ÂˆÓ ÌÚ ·‡‰ Ï˘ ÂÊ ˙„„ÂÓ˙‰
øÂÈ·‡ ˙ÏÂÚÙ Ï˘· Ú‚Ù ¯Ú ‰ ̇ ‰Ï‡ ÌÈ Â˙
‰È„ÏÈ ‰ÏÚ· ˙‡ ‰·ÊÚ ¯Ú ‰ Ï˘ ÂÓȇ ÈÎ „ÂÚ ÁÈ ∫ÌÈÙÒ ÌÈ Â˙ ˙ÂÚˆÓ‡· ·È˘
¯Ú ‰Â ¨˙È˙ÁÙ˘Ó‰ ‰Ò Ή‰ È ÂˆÈ˜ ÔÙ‡· ‰„¯È ÍÎ ·˜Ú ÈΠ¨¯Á‡ ¯·‚ ÌÚ ¯Â‚Ï ‰¯·ÚÂ
˘ÂÏ˘ È · ¨ÂÈÁ‡Ï ¯Ú Ï ˙ȯ‰‰ Â˙ÂȯÁ‡ ÌÚ Â˙„„ÂÓ˙‰· ·‡‰ ÈÈ˘˜ ÌÚ „Â‡Ó ‰‰„ÊÓ
‰Ï‡ ÌÈÙÒ ÌÈ Â˙ ̇‰ ÆÂÓˆÚ ˙ÂÁÂη ˙¯‰‰ ˙ÂÓÈ˘Ó ÏÎ ˙‡ ‡ÏÓÏ Â ÂÈÒ ÌÚ ¨˘ÓÁÂ
Û¢ÁÏ È„Î Â‰¯Â‰ ˙ËÏÁ‰· ‰Ò ˙Ó „Ïȉ „ˆÈÎ ÔÂÁ·Ï ÈÁ¯Î‰ ‰Ê Ôȇ ̇‰ øÌÈÈË ÂÂϯ Ì È‡
ø·‡‰ ȈӇÓÏ Í¯Ú ÏÚ· Û˙¢ ÂÓˆÚ ‰‡Â¯ ‡Â‰ ‡Ó˘ ø‰Ï‡ ÌÈ Â˙
Ì„‡‰ ÈÈÁ· ÌÈÈ˙ÂÁ˙Ù˙‰ ÌÈ·Ï˘ χΠ˙¯‚·˙‰Ï ˙„ÏÈÏ ˙ÂÒÁÈÈ˙‰ ∫‰ËÂ˘Ù È˙ ÚË
Ï˘ ˙·¯Â˜Ó ‰ ·‰ ˘Â·È‚· ÚÈÈÒÏ ÌÈÈÂ˘Ú Ô‰Èχ Û˘Á „ÏÈ˘ ˙ÂÈ·¯˙ ˙„‡–ÏÚ Ú„ÈÂ
Æ˙·¯Â˜Ó ‰ ·‰ ‡Ï‡ ‰ ȇ ÂÊ ‰ ·‰ Ìχ ¨„Ïȉ ˙ÂÒ ˙‰
˙Âȇ¯ ˘È Æ̉ÈÈÁ· ÌÈÚÂ¯È‡Ï ˙ÂÚÓ˘Ó ˙ ˜‰Ï ÌÈÈÏÒ¯ÂÂÈ Â‡ ÔÈÈ Ú ˙ÏÂÎÈ ˘È ÌÈ„ÏÈÏ
̉ ̉·˘ ÌÈ Â˘‡¯‰ ÌÈ˘„ÂÁ· ÌȯÂÙÈÒ ¯ÙÒÏ ÌȯÂÙÈÒ ËÂÏ˜Ï ÌÈË ÌÈ„ÏÈ˘ ÍÎÏ
Ï˘ ˙ÂÈÂÚÓ˘Ó‰ ˙ίÚÓ· ˙ÂÚÈÈ˙ÒÓ ˙ÂÈÚˆ˜Ó ‰ÈÈ˘Ú ‰ ·‰ ¯˘‡Î ¥¥ÆÌȯ˘˜˙Ó
 ‡ ¯˘‡Î ÆÂÈÈÁ Ï˘ ˙‡ȈӉ ˙ ·‰· ˙ÂÈÂÚˉ ˙ˆ˜Ó ˙ÂÚ Ó — Â˙·¯˙· — „Ïȉ
‰ ȉ˘ ˙ÂÒ ˙‰ Ï˘ ˙È˙ÙÓ‡ ‰ ·‰ ˙‡¯˜Ï ¨˙È˙·¯˙ ˙Â˘È‚¯Ï ¯·ÚÓ ÛÒ „Úˆ ÌÈ„Úˆ
˙ÂÈÂÚËÓ Ú ÓÈ‰Ï ÌÈÈÂ˘Ú Â ‡ ¨˙ÂÈ˙·¯˙ ˙ÂÓ¯Â Ï Á¯Î‰· ‰¯Â˘˜ ‰ ȇ „ÏÈÏ ˙È„ÂÁÈÈ
¥µÆ˙ÂÙÒÂ
.Ibid ¥≤
G. Landsdown Taking Part – Children's Participation in Decision Making ∫‡¯ ¥≥
‡¯ De Facto ˙Â¯È˘Î ÔÈ·Ï De Jure ˙Â¯È˘Î ÔÈ· ̇˙Ó‰ ¯ÒÂÁÏ Æ(London, 1995) 7
Ʊ≤ ÛÈÚÒ ¨± ‰¯Ú‰ ÏÈÚÏ ¨Ô ¯
D. Saleebey "Culture, Theory and Narrative: The Intersection of Meanings ∫ ÈÈÚ ¥¥
Æin Practice" 39 Social Work (1994) 351
–ÏÂ˜È˘ ˙¯‚ÒÓ· ˙È˙ÙÓ‡ ‰ ·‰Ï ˙˜˜Êȉ Ï˘ ˙Â·È˘Á‰Â ˙ÂÈÓÈËȂω ˙˜Ó ‰Ï ¥µ

16. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
950
‰˘ÚÓÏ ‰Îω „Ïȉ Ï˘ È˘È‡‰ ÂÓÏÂÚ ÏÚ ‰ ‚‰‰ Æ≤
ÌȯˆÂÈ ¨ÌÈÚ‚Âى ÌÈÁÙËÓ‰ ¨ÌÈÈ·È˘Ï˜‰ ԉȂ‰ Ó ԉÈί„ ÏÚ ‰Ïȉ˜‰Â ‰ÁÙ˘Ó‰
˙È˙ÁÙ˘Ó‰ ‰·È·Ò‰ Æ„ÏÈ ÏÎÏ ˙Ú¯ÎÓ ˙Â·È˘Á ˙ÏÚ· ‰ ȉ˘ ¨˙ÈÒÁÈ ‰ÁÂË· ‰·È·Ò ÏÏÎÎ
ÆÌÈÈ˙ÂÚÓ˘Ó‰ ÂÈÒÁÈ Âȯ˘˜ ˙‡ ¯˘Â˜ ‡Â‰ ‰ ÓÓ ÆگϠ·ÂËÏ ¨„Ïȉ Ï˘ ‡ˆÂÓ‰–˙„˜ ‡È‰
ÌÈ˘„Á ÌÈÁË˘Ï ÂÏ˘ ‡ˆÂÓ‰–˙„˜ · ˘Î¯˘ ˙ÂÈÂÒ ˙‰‰ Û‚ ˙‡ ÂÓÚ ‡È·Ó „Ïȉ
ÌÈ‚‰ Ó· ‡Ë·˙Ó‰ ˙ÂÏÈÚÙ‰ ÌÏÂÚ Æ˙È˘‚¯Â ˙È‚ÂÏÂÈ· ¯‚·˙Ó ‡Â‰˘ ÏÎÎ ÌÈ·Á¯˙ÓÂ
‡ ˙ÂÏÈÙ˙ ¨„Ïȉ Ï˘ Â˘Ù · Âڷˉ˘ ˙ÂÏϘ‰Â ˙Âί·‰ ¨ÌÈÚ·˜ ÔÓʖȘ¯Ù· ÌÈ˘Á¯˙Ó‰
¯˘‡Î ÆÈÓÈ Ù‰ ÂÓÏÂÚ Ï˘ ÌÈÈÒÈÒ·‰ ̉ȷÈίӷ ÌÈÚ‚Â ‰Ï‡ ÏÎ — ÌÈ Â˘‡¯ ÌÈ¯È˘
˙ÂÈÙÈˇȯËÒ ˙Â˘È‚Ï ÏÚÓ ˙È˙Ïȉ˜‰ ˙ÂÈ¯Ë ˆÂ‚‡Ï ÏÚÓ ÌÈÏÚ˙Ó Ì È‡ Úˆ˜Ó‰–È˘ ‡
˙ ¢ ˙ÂÏȉ˜Ï ÌÈÎÈÈ˙˘Ó‰Â ̉· ÌÈÚÈÈ˙ÒÓ‰ ÌÈ„ÏÈ˘ ‰ ÎÒ‰ ‰Ï„‚ ¨˙¯Á‡ ˙ÂÏȉ˜Ï
È„ÎÏ ˙ÂÚÈ‚Ó ˙Â˙ÈÁ È˘‚¯·Â ˙ÈÓˆÚ ‰‡ ˘· ˙ÂÏÈÁ˙Ó‰ ˙Â˘È‚ ÂˆÓ‡È Ì‰È˙ÂÏȉ˜Ó
Â˙ÁÙ˘Ó Ï˘ ˙¯ÂÒӉ ÌÈ‚‰ Ó‰ ˙‡ „·ÎÏ „Ïȉ Ï˘ Â˙ÏÂÎÈ Æ¯ÂÂÈÚ „¯Ó ˙ ٘Â˙
‰Î¯Π‰ ȇ˘ ‰ËÈϘ ¨‰¯·Á· ˙È ÂÓ¯‰ ‰ËÈϘ ˙Ó„˜Ó ‰¯·ÁÏ ˙ÂÎÈÈ˙˘‰ ÍÂ˙ Â˙Ïȉ˜Â
ÏÚ ¯˙ÂÂÏ ıχÈÈ ‡Ï ˯ى ÈÎ ÁÈË·‰Ï ‰ÈÂ˘Ú ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ‰¯Î‰ ÆÈÓÈ Ù ¯ÂÎÈ ·
¥∂Ɖ¯·Á· ̘ӷ ‰¯Î‰· ˙ÂÎÊÏ È„Î ˙È˙ÈÓ‡‰ Â˙Â‰Ê ˙‡ ‰„Ȉ‰ ÍÈÏ˘‰ÏÂ È˘Â ‡‰ „·Î
Minow, supra note 33; T.M. Massaro "Empathy, Legal ∫ ÈÈÚ ¨ÈËÙ˘Ó ˙Ú„
Storytelling, and the Rule of Law: New Words, Old Wounds?" 87 Mich. L. Rev.
(1989) 2099, 2101; L.N. Henderson "Legality and Empathy" 85 Mich. L. Rev.
Æ(1987) 1574, 1578–1587
Bilsky, supra note 2, at pp. 144–145; Hassall (1994), supra note 3, at pp. ∫‡¯ ¥∂
2–4; Taylor, supra note 5; R. Feuerstein "On the Desirability of Preserving
Family and Communal Traditions" The Integration of Immigrant Adolescence – A
Selection of Articles Drawn from the Publications of Youth Aliyah (A. Zehavi,
ȯ·Ȉ ÔÂÈ„· Ìȯ·„‰ ÂÎÊ Ï‡¯˘È· ÆR. Hanegbi, H. Shalom eds., Jerusalem, 1984)
˙ÈËÙ˘Ó ˙ÂÈ È„ÓÏ ÂÓ‚¯Â˙ ‡Ï˘ Û‡ ¨·¯ ÔÓÊ È ÙÏ ¯·Î ˙È Â˘‡¯ ˙ÈËÙ˘Ó ·Ï–˙Ó¢˙·Â
¯‡·Ó ¨¯ÚÂ Ï ËÙ˘Ó‰–È˙· ‡È˘ ʇ ¨„ÓÏÓ Ô¯‰‡ ÒÂÓÈ„· ËÙ¢‰ Æ˙È˙¯·Á ‡
‰·È·Ò‰ Ï˘ ‰˙ÂÈÊÎ¯Ó ˙‡ ¨‰ ˘ ˘ÂÏ˘Â Ìȯ˘Ú È ÙÏ ÂÓÒ¯ÂÙ ÂÈ ÂÈ„˘ ¨ÔÂÈÊÂÙÓÈÒ·
Ï„‚Ï ‡È‰ „ÏÈ Ï˘ ˙ÈÒÈÒ·‰ Â˙ÂÎÊ ÈÎ ¯È·ÒÓ ‡Â‰ Æ„Ïȉ Ï˘ Â˙·ÂË ˙ÁË·‰· ˙È˙ÁÙ˘Ó‰
Â˙·È·Ò· ¨¯ÓÂÏÎ ¨Â˙ÁÙ˘Ó È ·Î ÌÈ„˜Ù˙Ó ÌÓˆÚ Ìȇ¯‰ ‰Ï‡ ·¯˜· ‡ Â˙ÁÙ˘Ó·
„Ïȉ ¯˘‡Î Û‡ ÈÎ ¯È·ÒÓ „ÓÏÓ ËÙ¢‰ Æ˙ÈÙÂÏÁ‰ ‡ ˙Èڷˉ ˙ÓÈÂÒÓ‰ ˙È˙ÁÙ˘Ó‰
ÏÎ ˙‡ ˙¢ÚÏ ˘È ¨ÂÓÂÏ˘Ï ‰ ÎÒ Ï˘· ˜¯ ˙‡Ê ¨˙ȘÂÁ ˙ÂÎÓÒ ÁÂÎÓ Âȯ‰ ˙È·Ó ‡ˆÂÓ
ÆÂ˙È·· ˘„ÁÓ Â˙ËÈϘ ˙‡ ¯˘Ù‡Ï ‰Ó‚Ó· ÂÓ˜˘Ï ˙ Ó–ÏÚ ˙È·Ï ıÂÁÓ ÏÂÙÈË· ÌȈӇӉ
ÈΠ¯ȷ҉· „Ïȉ Ï˘ ˙È˙ÁÙ˘Ó‰ Â˙·È·Ò ÏÚ ‰ ‚‰Ï Ï ÂȈ¯‰ ˙‡ ¯‡·Ó ÛÈÒÂÓ ËÙ¢‰
„·‡Ó ‰Ï‡ ˙„ÒÂÓ· ˙„Á‡ ÌÈ ˘ ‰‰Â˘‰ „ÏÈ ÈÎ ‰‡¯Ó ¯˙ÂÈ· ÌÈ·Âˉ ˙„ÒÂÓ· ÔÂÈÒÈ ‰
ÁÈË·‰Ï ÌÈÈÂÎÈÒ ˙ÂÁÙ ‰·¯‰ ˘È ˙„ÒÂÓÏ ¨Â·˘ ˙ÂÈ Ë ÂÙ҉ ˙È˯ى ‰ÓÊÂÈ‰Ó Á¯Î‰·
ÌÈ˙ÈÚÏ ‰˘˜ ‰ Ó‡–˙ÂÁÙ˘ÓÏ ÈÎ ÛÈÒÂÓ ‡Â‰ ÆÈ˘‚¯ ÔÂÁËÈ·Ï „Ïȉ Ï˘ ÂÈίˆ ˙‡
‰ÓΠ‰ÓÎ ˙Á‡ ÏÚ ¨ÌÈÈ ˘· ‡ „Á‡ „ÏÈ· ¯·Â„Ó ¯˘‡Î ÂÏÈÙ‡ ÔÂÁËÈ· ˙˘‚¯‰ ˜È Ú‰Ï

17. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
951
˙ ˆ¯Â ˙ÂÙȇ˘ ¨˙ÂÓÂÏÁ ˘ÂÓÈÓ· ͯˆ‰ ¨˙ ˙˘‰Ï Á˙Ù˙‰Ï „Ïȉ Ï˘ ͯˆ‰ „ˆÏ
˙ÂÈÂÎÊ È„ÈÒÁ È„È–ÏÚ ÌÈ˙ÈÚÏ Á Ê ‰ ͯˆ „ÓÂÚ ¨¯‚· ÈӠ¡ „˜Ù˙ ˙‡¯˜Ï ÌÈÈÓÂÈÓÂÈ
‰ÁÙ˘ÓÓ ˜ÏÁÎ È˙ÂÚÓ˘Ó ÌÂȘ· ͯˆ ¨‡Â‰˘ ÈÓ ¢Â‰˘ÈÓ¢ ˙ÂÈ‰Ï Í¯Âˆ‰ — „Ïȉ
˙‡¯Ï Ô˙È Æ„Ïȉ Ï˘ ˙È˘‚¯‰Â ˙ÈÊÈÙ‰ Â˙„¯˘È‰ ˙‡ ÁÈË·Ó ‰Ê Ô¯Á‡ ͯˆ ¥∑ƉÏȉ˜ÓÂ
‰È‰· ͯˆ‰ ¥∏Ɖχ ÌÈÓÈÏ˘Ó ÌÈÈ‚ÂÏÂÎÈÒÙ ÌÈίˆ È ˘ ˜ÙÒÏ ˙ ÂÂÎÓÎ „Ïȉ ˙ÂÈÂÎÊ ˙‡
¢˙ÂÒÁ ˙ ÂÚÓ· ÌÈ¯Ú ∫‡˘Â · ÔÂÈÊÂÙÓÈÒ¢ ‡¯ ˯ÈÙ ¯˙ÈÏ Æ˙„ÒÂÓÏ ‰˘˜ ¯·„‰
ÌȯˇÈÎÈÒÙ‰ Ƶ¥—µ≥ ¨¥≤ ®±π∏∞© ‰˜ÂˆÓ· ÌȯÈڈ ¯Ú ‡˘Â · ˙Ú ·˙Î — ˘‚ÙÓ
˙È˙¯·Á‰ ˙ÂÈ È„ÓÏ ÒÁÈ· ‰Ï‡˘–ÔÓÈÒ ·Èˆ‰Ï ÌÈ˘˜·Ó ıȷ˜ÒÂÓ ¯¢„ ÔÏÙ˜ ¯ÂÒÙ¯Ù
˙‡Ê ˙¢ÚÏ ÌȯÁ· ̉ Æ̈ÂÓȇ ̉ȯ‰ ˙¯ÂÓ˘ÓÓ ÌÈ„ÏÈ ˙‡ˆÂ‰· ˙Ú‚Â ‰ χ¯˘È·
‰¯„‰ Ï˘ ˙Â‡ÈˆÓ ÔÈ· ‰ÏÂÒÙ‰ ‰˜Èʉ ˙ ÎÒ ÏÚ ÚÈ·ˆÓ‰ ¨·˜Â ȯÂËÒȉ ÔÂÈ„ ˙ÂÚˆÓ‡·
ÌȘÂÁ‰ß¢ ∫˙¯„ÂÓ‰ ‰Ïȉ˜Ï ‰ÁÙ˘ÓÏ ˙ÂÎÈÈ˙˘‰Ï „Ïȉ ˙ÂÎÊ· ‰ÚÈ‚Ù ÔÈ·Ï ˙È˙¯·Á
‚˘ÂÓ ÆßÌÈȇ¯ ‡Ï‰ ÌÈÈ Ú߉ Ï˘ ̉ÈÈÁ ÏÚ ÂËÏ˘ ‰ ˘ ‰‡ÓÓ ¯˙ÂÈ Í˘Ó· ÆÆÆßÌÈÈ Ú‰ ÔÚÓÏ
È„Î˘  ÈÓ‡‰ ˙ÂÈ¢¯‰ ÆȯÒÂÓ È˙Ï·Â ÔÂÂ Ó ¨˙ÂÁ ·˘Á ˘ „ÓÚÓ ¯‡˙Ï È„Î Ú·Ë ‰Ê
̉· ˙˜ˆÏÂ Ì‰È¯Â‰Ó ÌÈ„Ïȉ ˙‡ ÏȈ‰Ï ˘È ¨ÂÈχ ‰ÂÂÏ ‰ Ú˘Ù‰Â È ÂÚ‰ Ï‚ÚÓ ˙‡ ¯Â·˘Ï
˘Â¯È‚· Ô˙È ÂÊ ‰ÈÙÂÒÂÏÈÙÏ È ÂˆÈ˜ ÈÂËÈ· ÆÆÆÈ Â È·‰ „ÓÚÓ‰ Ï˘ ˙ÂÎÈω‰Â ÌÈίډ ˙‡
˙ËÏÁÂÓ ‰„¯Ù‰ ÁÈË·‰Ï È„Î — ‰ÈϯËÒÂ‡Ï ¯˜ÈÚ·Â — ˙·˘ÂÓÏ ‰È Ëȯ·Ó ÌÈÈ Ú ÌÈ„ÏÈ
¯˘‡ ¨Â„ ¯· ÒÓÂ˙ ¯¢„ ÆÌ˙ÚÈ„È Â‡ Ìȯ‰‰ ˙ÓÎÒ‰ ‡ÏÏ ÌÈ˙ÚÏ Ì‰È˙ÂÁÙ˘ÓÓ ‰Ú·˜Â
¨ß˙ÈÙ¯˙ ÏÈÙ ‰ÙÈËÁß ˙‡Ê ‰ ÈÎ ±∏∂∑–· ÌÈ·ÂÊÚ ÌÈ„ÏÈÏ ÌÈ Â˘‡¯‰ ˙„ÒÂÓ‰ ˙‡ ÌȘ‰
ı¯‡‰ ¢‰·‰‡‰ Ï˘ ·ÈÊÎÓ‰ ‰ÁÂ΢ ıȷ˜ÒÂÓ ß¯Â ÔÏÙ˜ ß‚ ¢Æ˙·‰Ï˙‰· ÍÓ˙ ‰·˘ ‰ËÈ˘
˙ÂÎÊÎ ˙‰ÊÏ ˙ÂÎÊ· ‰¯Î‰· ˘Â„ÈÁ‰ χȈ ËÂÙ ˙‡ ÌÈ˘ÈÁÓÓ Ì‰È¯·„ Æ®±∑ƱÆπ∂©
Æ˙ÂÎÈÈ˙˘‰Ï
˙ÁÈ Ê ÍÂ˙ ¨ÈËÒÈÓ¡–ÈËÒÈχ„ÈÂÂÈ„ ȇ ÒÂ˙‡ ÌÚ ˙ÂÈÂÎʉ ÁÈ˘ Ï˘ È„ÓÓ–„Á ȉÈÊ ¥∑
¨¯ÂÎÈ „„ÂÚÓÎ ˙ÂÈÂÎʉ ÁÈ˘ ˙Èȇ¯Ï Ïȷ‰ ¨˙ÂÎÈÈ˙˘‰‰ ˙˘ÂÁ˙ ˙È˘È‡ È·‰ ‰˜Èʉ „ÓÈÓ
ÁÈ˘Ï ˙ÂÈÂÎÊ ÁÈ˘ ÔÈ· ∫χ¯˘È· ËÙ˘Ó‰Â ‰¯·Á‰¢ ‡È‚˘ ߇ ‡¯ Æ˙ÂÈ˙Ù· ¯ÒÂÁ ˙ÂÈΠ‡
˙ÂÎÊ· ‰¯Î‰‰ ˙˜„ˆ‰· „˜Ó˙Ó ‰Ê ¯Â·ÈÁ Æ¥≥ ¨≥∑ ®‡¢Ò˘˙© ÊË ËÙ˘Ó È¯˜ÁÓ ¢˙‰Ê
¯Ë˘Ó ÒÂÒÈ·Ï ÌȯÁ˙Ó ÌÈÒÂ˙‡ ˙„‡–ÏÚ Ô‡Î ·ÈÁ¯‰Ï Ï· ‡Ï ÔΖÏÚ ¨˙ÂÎÈÈ˙˘‰Ï
¯Ë˘Ó ˙‡ ÒÒ·Ï Ô˙È ¨‰Ê ¯Â·ÈÁ· ˙ˆÓ‡Ӊ ‰˘È‚‰ ÈÙ–ÏÚ ÈÎ ˜¯ ¯Ó‡ Æ„Ïȉ ˙ÂÈÂÎÊ Ï˘
Ï˘ ˙·ÈÂÁÓ ‡Ë·Ó‰ ¯Ë˘ÓÎ ®interdependence© ˙È„„‰ ˙ÂÏ˙ Ï˘ ÒÂ˙‡ ÏÚ Û‡ ˙ÂÈÂÎʉ
‰·Â˘Á‰ ˙¯Â˜È·Ï ‰ ÚÓ ˙˙Ï Íη ¨˙ÂÏȉ˜Â ˙ÂÁÙ˘Ó ÁÙËÓ „Ïȉ ÈÙÏÎ ‰¯·Á‰
Bilsky, supra note 2, at ∫Ì‚ ‡¯ ‰Ê ÔÈÈ ÚÏ ÆÌȯÁ‡Â ‡È‚˘ ¯ÂÒÙ¯٠ȄȖÏÚ ˙‡·ÂÓ‰
pp. 148–149; Minow, supra note 5; Engel & Munger, supra note 15, esp. at p.
48; R. Cover "A Jewish Jurisprudence of the Social Order" Narrative, Violence
and the Law – The Essays of Robert Cover (M. Minow, M. Ryan, A. Sarat eds.,
ÆAnn Arbor, 1998) 239
ȇ¯‰ Ò¯Ë È‡ ˙‰ÊÏ Ìȯ·„‰ Ú·ËÓ ˘˜·Ó ˙ÂÎÊ· ‰¯Î‰ ˜È„ˆ‰Ï ÔÂÂÎÓ‰ ԇΠ ÂÈ„ ¥∏
ÈÙÎ Ìχ Ɖ ‚‰Ï ȇ¯‰ ˙ÂÎÈÈ˙˘‰· È‚ÂÏÂÎÈÒ٠ͯˆ ¯Â‡È··  ÈÈ Ú ÔΖÏÚ ¨‰ ‚‰Ï
‡ ÌȯÁ‡ ÌÈχ„ÈÂÂÈ„ È‡Ó ¢„¯Ù Ì¡ ‡ „„· ȇ΢ ˯ى ˙Èȇ¯ ¨¯‡·Ó ˙ ·Ï Ï·ÂÈ˘

18. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
952
„ÁÂÈÓ· ‰Î¯‡ ‰ ȉ˘ ¨ÂÊ ˙ÂÏ˙ Ư‚·ӷ „Ïȉ Ï˘ ˙ÈÁ¯Î‰‰ Â˙ÂÏ˙Ï ÏÈ·ÂÓ ˙È˙ÂÚÓ˘Ó
Â˙ÁÙ˘Ó Â˙Ïȉ˜ Æ˙ÂÈ ¯„ÂÓ ˙¯·Á· ¯˙ÂÈ „ÂÚ ˙ί‡˙Ó ¨È˘Â ‡‰ ÔÈÓ· ÈÒÂÙÈË ÔÙ‡·
‰¯Â¯· ˙È˙·¯˙ ˙Â‰Ê ˘Â·È‚· ÂÏ ÚÈÈÒ˙˘ ˙·¯˙ ÂÏ ÏÈÁ ‰Ï ˙ÂÈÂ˘Ú „Ïȉ Ï˘ ˙È ÈÚ¯‚‰
¨È˯˜ÂÓ„ ¯Ë˘Ó· ÂÏ ˙ ˜ÂÓ‰ ˙ÂȯÈÁ‰ ˙‡ ÈË ˙‡ ‡ÏÓ ÔÙ‡· ˘ÓÓÏ ¨˙È·ÈËӯ Â
˙·ÈÂÁÓ· ÌÈίΉ ÌÈÈ˙ÂÚÓ˘Ó ÌÈÒÁÈÏ Ì‚Â ÈӠ¡ „˜Ù˙Ï Ï‚ÂÒÓ‰ Ì„‡ ˙ÂÈ‰Ï Ï„‚ÏÂ
ÍÈω˙· ÌÈÎÒÁ Æ„Ïȉ Ï˘ ˙ÂÏ˙‰ È߈ ÏÚ Ô‚‰Ï ·Â˘Á ÔΖÏÚ ÆÂÈÏÚ ˙ÂÎÓ˙҉ ˙ÏÂÊÏ
˙È ÎÓ ˙„˜Ó˙‰Ï ˯ى ˙‡ ÏÈ·Â‰Ï ÌÈÏÂÏÚ ˙È˙·¯˙‰ ˙È˘È‡‰ ˙‰ʉ ˘Â·È‚ Ï˘
˙¯ÈÁ Ô‚Π¨˙ÂȯÈÁ Ï˘ È˘È‡ ˘ÂÓÈÓ· ÔÈÈ Ú ¯ÒÂÁÏ ¨ÌÈÈÒÈÒ· ÌÈȯÓÂÁ ÌÈίˆ· ˙ÈËÓ¡Â
˙ÏÚÂ˙ ÌÒ˜ÓÏ ÂÏÂΖÏÎ ÔÂÂÎÓ‰ ‰Ï‡ ˙ÂȯÈÁ· „Ó‚Ó ˘ÂÓÈ˘Ï Â‡ ¨ÈÂËÈ·‰Â ÔÂÙˆÓ‰ ¨˙„‰
Ï˘ Â˙ÈÈÂÂÁÏ ¯Ê ‰Ï‡ ˙ÂȯÈÁ Ï˘ ψ‡ ‰ Ï ÂȈ¯‰ ÆÌÈÈÚ‚¯ ÌÈȇӠ˙‡˙ ˜ÙÒÏ ˙ȯÓÂÁ
È„ ‡Ï ÔΖÏÚ ÆÌÈÈ‚ÂÏÂÈ· ÌÈίˆ ÏÚ· ¯ÂˆÈ Â˙ÂÈ‰Ï ¯·ÚÓ ˙È˘È‡ ˙Â‰Ê Ï˘ ‰Ú„Â˙ ¯ÒÁ Ì„‡
˘Â·È‚ ÏÚ ËÙ˘Ó‰ Ï˘ ˙È·ÂÈÁ ‰ ‚‰Ï ˜Â˜Ê „Ïȉ ÆÂÈ˙ÂȯÈÁ ÏÚ ˙ÈÏÈÏ˘ ‰ ‚‰· „ÏÈÏ
Ô„‚ ˘ ¨‰Ïȉ˜·Â ‰ÁÙ˘Ó· ÈÂÏ˙ ˙ÂÈ‰Ï ÂÏ˘ ͯˆ‰ ÏÚ ‰ ‚‰Ï ˜Â˜Ê ‡Â‰ ‰Ê ÏÏη ÆÂ˙‰Ê
˜ÏÁÎ Â˙‚‰ ˙‰ ˙¯ÈÁÏ ÌÈÈ˙Â‡ÈˆÓ ˙ÂÏ·‚ ·ˆÚÏ ÏÎÂÈ ÔÚÂÈÒ·Â ¨„¯Ó˙‰Ï Û‡ ÏÎÂÈ
¥πÆÂ˙¯‚·˙‰ ÍÈω˙Ó
‰ ÈÁ·Ó ‰ ÂÎ ‰ ȇ Û‡ ‡Ï‡ ¨ÌÈÈ‚ÂÏÂÎÈÒÙ‰ ÂÈίˆÏ ‰ ÚÓ ˙ ˙ ‰ ȇ˘ ˜¯ ‡Ï ‰Ïȉ˜Ó
‰È¯ÂËÒÈ‰Ï ¨˙ ¢ ˙ÂÏȉ˜Ï ¨ÌȯÁ‡ Ì„‡ È ·Ï ¯Â˘˜ ¨Á¯Î‰·Â „ÈÓ˙ Ì„‡¢ ∫˙È‚ÂÏÂË Â‡
ˆ¢‚· ÏÚ ˙È ‡È¯Ë ÂÓ˜ ˙¯Â˜È· ∫‰Ïȉ˜Â ˯٢ ˙ ·Ï ßÈ© ¢ÆÌÈÂÒÓ Ì˜ÓÏ ȉ˘ÏÎ
‰¯Â˜Ó˘ ¨ÂÊ ‰ ·Â˙ ®Æ≤≤∑ ¨≤±π ®Ò¢˘˙© ‡Ï ÌÈËÙ˘Ó ¢ÔÂÁË·‰ „¯˘Ó ß Û ≤∞µØπ¥
Ɖ·Á¯ ‰ÓÎÒ‰· ‰ÎÂÊ ¨Û¯ˆ‰ Èϯ·Èω ÌÊÈχ„ÈÂÂÈ„ ȇ‰ ÏÚ ˙È ˙Ïȉ˜‰ ‰˘È‚‰ ˙¯Â˜È··
ÒÒ·˘ ˙ÂÈÂÎʉ ÁÈ˘ Ï˘ ÂÈÏÂÁÏ ‰ ÚÓ ˙˙Ï Ô˙È ¨‰Ê ¯Â·ÈÁ· ˙ˆÓ‡Ӊ ‰˘È‚‰ ÈÙ–ÏÚ
Ì‚ ‡¯ Æ˙ÂÈÂÎʉ ¯Ë˘Ó ˙‡ Á ÊÏ ÈÏ·Ó Ôˆ˜ÂÓ Èϯ·ÈÏ ÌÊÈχ„ÈÂÂÈ„ ȇ Ï˘ ÒÂ˙‡ ÏÚ
ÆÏÈÚÏ ‰¯Ú‰·Â ËҘˉ Û‚·  ÂÈ„
Ï˘ Ì Â˘Ï·Â ¨Bilsky, supra note 2, at pp. 143–145; Minow, supra note 5 ∫ ÈÈÚ ¥π
"Having strong feelings on civil and personal rights ∫ÔÓÙ‰ ÔÈÈˢ¯ÈÂÙ ÌÈ„ÓÂÏÓ‰
they [some parents – Y.R.] view society as oppressive and repressive…
Rejecting the society in which they live, these individuals purposely refuse to
transmit its culture to their children. The 'Flower Children' and the 'Hippies' of
the sixties are extreme examples of this kind of alienation. As parents, they felt
they had no right to impose an order or schedule on their children or otherwise
interfere with their self determined needs... as parents they extended their
commitment to the code of personal freedom to their children and refrained
from directing, guiding or mediating. Without adequate mediated learning
experiences, an individual has a limited amount of flexibility and adaptability.
Like lower animals, his needs stay closely linked to biological needs, and his
behavior is automatic and mechanical." R. Feuerstein & M. Hoffman
"Intergenerational Conflict of Rights: Cultural Imposition and Self Realization"
Æ58 Viewpoints in Teachingand Learning (1982) 44–45

19. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
953
¨‰ÎÂ˙Ï Ï„‚ „Ïȉ˘ ˙ÂÈÂÚÓ˘Ó Ï˘ ˙ίÚÓÎ ˙·¯˙ Ï˘ ¢Ê¯‡Ó‰¢ ˙‡ ÁÂ˙ÙÏ Â ‡Â··
‰ÁÙ˘Ó ÌÚ Ìȯ˘˜Ó ‰Â¢ ‰„ÈÓ· ÌÈ ‰ ÌÈ„Ïȉ ÏÎ ‡Ï ¨‰˘ÚÓÏ ‰Îω ÈÎ ¯ÂÎÊÏ Â ÈÏÚ
‰ˆÈÓ‡ ‰˜ÈÊ Ì˜ÏÁ· ÌÈÓÈÈ˜Ó Ì È‡ ˙È·ÈËӯ ‰ ‰¯·Á‰Ó Ìȯ„ÂÓ‰ ÌÈ„ÏÈ ∫‰Ïȉ˜Â ˙·Á¯ÂÓ
‡ „‚ÒÓ ¨˙Ò Î–˙È· ¨¯Ú –˙Ú ˙ ¨È˙ Â΢ Ô„ÚÂÓ ¨¯ÙÒ–˙È· Ô‚Π¨‰Ïȉ˜‰ ˙„ÒÂÓÏ
µ∞Æ˙·Á¯ÂӉ ˙È ÈÚ¯‚‰ Ì˙ÁÙ˘Ó ÌÚ ˙ÂÈ˙ÈÈÚ· ˙˜ÈÊ ÌÈÓÈÈ˜Ó Ì˙ˆ˜Ó ƉÈÈÒ Î
˙˜ÈÊÏ Â ·ÈÏ–˙Ó¢˙ ˙‡ ‰˙ ى· ˙Â·È˘Á ˙·¯ ‰ ȉ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ ÈÎ È ¯Â·Ò
˙‡ ‰ ÙÓ ‡È‰ ÆÈ˙ÚÈ Ó Í¯Ú ‰Ï ˘È Íη Æ· ‰ÚÈ‚Ù ‰˘Á¯˙‰ ̯˷ „ÂÚ „Ïȉ Ï˘
ÔÙ‡· ˙Ó¯Â˙ ÏΉ ˙ÂÊÁÎ „Ïȉ Ï˘ ÂÈ˙ÂȯÈÁ ˙Èȇ¯ „ˆÈÎ ¯‡·Ó ‚¯· ˯ ¯ÂÒÙ¯Ù
–˙È· Ô‚Π¨˙„ÒÂÓÏ ‰ÈÂÙΉ ¢Â˙ÈÈÏ‚‰¢ È„È–ÏÚ ÂÈ˙ÂȯÈÁ· ‰ÚÈ‚ÙÏ Û‡ ÈÏҘ„¯Ù
‰ÏÓÎ ß˙ÂÏ˙߉ ˙ÈÈÚ·¢ ∫ۯ‚ ÔÙ‡·  ÓÓ ˙ÂÏÏ˘ ÂÈ˙¯ÈÁ ̉·˘ ¨È¯Ë‡ÈÎÈÒÙ‰ ÌÈÏÂÁ‰
ÌÈ Á· ¯˘‡Î ¯˙ÂÈ ˙¯‰·˙Ó ßÌÊÈχ„ȷȄ ȇ‰ Ï˘ ˙ÈÒÈÒ·‰ ‰Ù˘‰ß Ï˘ ÔÂÏÈÓ· ‰Ò‚
‰¯·Á‰ ˙‡ ‰ÎÈ·Ó ˙ÈËÒÈχ„ȷȄ ȇ‰ ®˙È˯˜ÂÓ„‰ ‰Ó‚„‰© ß˙È˯˜Ó‚„߉ ‰‡È„ȇ‰ „ˆÈÎ
Ì‰Ï ·Èˆ‰Ï ‡ Ì‰È · ˙‡ ÔÒ¯Ï Ìȇ¯˜ ̉ ¯˘‡Î ¨ÌÈ ˜È¯Ó‡‰ Ìȯ‰‰ ˙‡ ¯˜ÈÚ·Â
Íω‰ ¯ÙÒÓ‰ ÏÚ Úȯ˙‰˘ ÚÊÚÊÓ ¯Ó‡Ó ÆÆÆߘÈÂÂÊÂÈ ß‰ ÌÒ¯Ù ±π∏π ÈÏÂÈ ˘„ÂÁ· ÆÆÆ˙ÂÏ·‚
¯Ó‡Ó‰ ˙¯·ÁÓ Æ˘Ù ÈÏÂÁÏ ÌÈÏÂÁ È˙·· ÌÈÊÙ˘Â‡Ó‰ ÌÈ ˜È¯Ó‡ ¯ÚÂ È · Ï˘ Ï„‚Â
Ìȯ‚·˙Ó Ì‰ ÌÈÊÙ˘Â‡Ó‰ ·Â¯˘ ¨‡Â‰ ‰ „ ‰ ‰ÚÙÂ˙· ¯˙ÂÈ· Ìȉ„Ó‰ ÈÂÏÈ‚‰ ÈÎ ¨‰ ÚË
˙¯„‚ÂÓ‰ ˙ÂϘ ˙ÂÈ˙‚‰ ˙‰ ˙ÂÚ¯Ù‰Ó ÌÈÏ·ÂÒ‰ ¨‰Â·‚‰Â È Â È·‰ „ÓÚÓ‰ È · ÌÈ ·Ï
ȯ˘Ù‡ ÁÈ˘ „ Ï¢ ‰ ¯Ó‡Ó‰ ˙¯·ÁÓ ÔÂË ¯„ ‰ È„ ‰˘ÈÁÓÓ ÍΠÆÆÆß˙„¯Ó˙‰ Ï˘ ˙ÂÚ¯Ù‰ßÎ
ÆÏ¢ ‰ ‚ÂÒ‰Ó ¯ÈÚˆ Ï˘ ßÌÈ‚‡„ÂÓß Ìȯ‰ ‚ÂÊ ÔÈ· Á·ËÓ‰ ÔÁÏ¢ „ÈÏ
Æ̇‰ ˙Ï‡Â˘ — ßÍω ‡Â‰ Ô‡Ïß —
ßøÂȯ·Á ̉ÈÓ ˙Ú„ÂÈ ˙‡ ̇‰ ÆÈ˙‡ ¯·„Ó ‡Ï ‡Â‰ß — ·‡‰ ‰ ÂÚ — ßÚ„ÂÈ È È‡ß —
ÆÌÈÈ ˘‰ ÌÈÓÈÎÒÓ — ßÂ˙‡ „·‡ ¨‰¯ÊÚÏ ‰ Ù ‡Ï Ì‡ß —
 ‡ ÆÍ˙ÁÙ˘ÓÏ ˙‡Ê ·ÈÈÁ ‰˙‡ß ∫ÌÈÏÂÁ‰ ˙È·Ï ¯˘˜˙‰Ï Ì‰Ï ÚÈˆÓ ÔÂÁË· ‰¯˘Ó Ϙ
ÆÆÆÌÈ ˜È¯Ó‡ Ìȯ‰ ∫‰‡·‰ ‰ÏÏΉ· ‰Ù ÔÎ˙Ò‡ ÆÆÆߢ„ÁÓ „Á‡˙‰Ï ˙ÂÁÙ˘ÓÏ ÌȯÊÂÚ
‡Ï ̉˘ — ÌÈ„¯Ó˙Ó Ìȇˆ‡ˆ ÔÒ¯Ï È„Î ˘Ù ÈÏÂÁÏ ÌÈÏÂÁ È˙·Ï ÌȘ˜ʉ
‰Ú¯Î‰Ï ̉ȄÏÈ Ï˘ ˙ËÏÁÂÓ‰ Ì˙·ÂÁ Ì˙ÂÎÊ ˙‡ ¯Ù‰Ï ‡Ï˘ ÂÚ·˘ — ÌÈÈËÂÎÈÒÙ
‚¯· ˯ ¯ÂÒÙ¯٠¢Æß˙ÈÓˆÚ‰ ‰¯„‚‰‰ß Ô¯˜Ú Ï˘ ßÈ˯˜Ó‚„߉ ÂÁÂÎÓ ˙ÏÚÂÙ ¯˘‡ ¨˙È˘È‡
–È˙·· Ô‰Ï˘ ¢‰„·‡‰ ‰Ïȉ˜‰¢ ˙‡ ˙¢ÙÁÓ ¢˙„·‡ ˙ÂÁÙ˘Ó¢ ̇ ÈÎ ¯È·ÒÓ ÛÈÒÂÓ
È˘È‡ È· „Â„È·Ï ‡È·Ó ÌÊÈχ„ÈÂÂÈ„ ȇ‰ ÈÎ ÂÚ·˜˘ ÈÓ Â˜„ˆ ¨˘Ù –ÈÏÂÁÏ ÌÈÏÂÁ
È·‚Ï Û‡ Âȯ·„ Ï˘ ˙ÂÈË ÂÂϯ‰ ˙‡ ÏÂÏ˘Ï ‰˘˜ Æ˙¯ÈÁÏ „ÂÒȉ–ȇ ˙ ˙‡ ¯Ú¯ÚÓ‰
ÈÏ ÂȈ¯‰ ÔÈ· ÈËÈÂÙ¯È˙–ÂÎÈÒÙ‰ ¯˘‚‰ ∫˘Ù ‰ Ò¢„¯Ù ‚¯· ˯ ßÓ Æ˙Èχ¯˘È‰ ˙‡ȈӉ
È ·¯ÒßÏ ß‰ÈÏ‚‰ß ˙ÂίÚÓ ∫ÈÚÈ˘˙ ˜¯Ù¢ ‚¯· ˯ ßÓ Ì‚ ÔÈÈÚ Æ±µ≥—±µ≤ ®Â¢ ˘˙© ÈËÒÈÓÏ
®Ô¢˘˙© ˙ÈÏ·˜‰ ˙„ÈÒÁ‰ ÈÙÏ È˙‚‰ ˙‰ Ï„ÂÓ ∫̈ӈ‰ „ÂÒ· ÌÂȘ ¢È˯˜ÂÓ„‰ ˘ÙÂÁ‰
Ʊµ¥—±¥∞
J. Korbin "Chapter 5: Sociocultural Factors in Child Maltreatment" ∫‡¯ µ∞
Protecting Children from Abuse and Neglect – Foundations of a New National
ÆStrategy (G.B. Melton & F.D. Barry eds., New York, 1994) 142

20. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
954
„Ïȉ˘ ËÚÓ‰ ÏÚ ‰Ï‡ Ìȯ˜Ó· „ÁÂÈÓ· ‰˘˜‰ ‰ ‚‰Ï ˙ÂËÏÁ‰‰ Ï·˜Ó Ï˘ ·ÈÏ–˙Ó¢˙
Â˙ÁÙ˘ÓÏ „Ïȉ ÔÈ· ˙ÂÈ˙ÂÚÓ˘Ó ˙˜ÈÊ Ï˘ ‰¯ÈˆÈ Ô·¯„Ï ‰ÈÂ˘Ú Û‡Â ¨ÂÈχ ÍÈÈ˙˘ÓÎ ‰‡Â¯
Æ˙ÂÓÈȘ Ô È‡ ‰Ï‡Î ˙˜ÈÊ ÈÎ ‰‡¯ ˘ ̘ӷ Â˙Ïȉ˜ÏÂ
‰ÏÂÏÚ „Ïȉ Ï˘ Â˙·¯˙ ˙ ·‰· ˙È¯Ë ˆÂ ˙‡ ‰Èˉ ¨‰Î „Ú Â ÂÈ„Ó ‰ÏÂÚ˘ ÈÙÎ
˙·ÂË Ï˘ Ô¯˜ÈÚ‰˘ „ÈÚÓ ¯·Ú‰ ÔÂÈÒ Æ˙È˙·¯˙ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ· ‰ÚÈ‚ÙÏ Ïȷ‰Ï
È˘Â˜ ȇ„· ‰È‰ ‡Ï ÔΖÏÚ µ±¨ËÚÓÎ ÔÎÂ˙ ÏÎ ÌÚ ÔÈÎÒÓÎ ˙ ¢ ˙ÂÙ˜˙· ÒÙ˙ „Ïȉ
‰Ó‚Ó‰ ÆÂÏ˘ Â˙·ÂË Ì˘· „Ïȉ Ï˘ ˙È˙·¯˙‰ Â˙‰ʷ ‰ÚÈ‚Ù ˙˜„ˆ‰Ï ˘ÂÓÈ˘ · ˙¢ÚÏ
¨Ì„‡ ˙ÂÈÂÎÊ Ï˘ ¯Ë˘Ó· „Ïȉ ˙·ÂË Ï˘ Ô¯˜ÈÚ· ·ÈÈÁÓ–È˙Ï·‰ ˘ÂÓÈ˘‰ ˙‡ ¯ÈÓ‰Ï
Ï˘ ÌÈÒ¯Ë È‡‰ ˙¯„‚‰Ï ‰ÏÈ·ÂÓ ÂÊ ‰Ó‚Ó µ≤Ɖ˜ÈÒÙ· ÌÂÈÎ ˙¯·Â‚ ¨„Ïȉ ˙·ÂË Â˙ÈÏÎ˙˘
˙ÂÎÈÈ˙˘‰Ï „Ïȉ Ò¯Ë È‡· ¯ÈÎ‰Ï ‰Úˆ‰Ï Û˜Â˙ ‰ ˘Ó ‰ ˜Ó ¨˙ÂȘÂÁ ˙ÂÈÂÎÊÎ „Ïȉ
Ɖ ‚‰Ï ‰È‡¯‰ ˙ÈËÙ˘Ó ˙ÂÎÊ·Î
‰·È·ÒÓ „Ïȉ ˜Â˙È Ó ÌÈÓÈÂÒÓ Ìȯ˜Ó· ÒÂ Ó Ôȇ˘ Û‡ ÈÎ ÁÈÎÂÓ È¯ÂËÒȉ‰ ÔÂÈÒÈ ‰
„Ïȉ Ï˘ Â˙ÂÒ ˙‰Ï ‰·Â˘˜ ‰ ȇ˘ ‰Ïˆ‰ Ï˘ ‰ÈÊË ÙÓ ¯‰ÊÈ‰Ï ˘È ¨ÂÏ ˙È˙ÂÚÓ˘Ó ‰ ȉ˘
ÏÚ „ÂÓÚ ¨ÌÈ„ÏÈ Ï˘ ̉È˙ÂÈÂÒ ˙‰Ï ÌÈ·Â˘˜ ˙ÂÈ‰Ï „ÓÏ Ì‡ Æ˙È„ÂÁÈÈ ˙Â‰Ê ÏÚ· Ì„‡Î
µ≥∫„Á‡Î ˙Ú‚ÂÙ ˙ÁÙËÓ ˙ÂÈ‰Ï ‰ÏÂÎÈ ‰Ïȉ˜Ï ‰ÁÙ˘ÓÏ ˙ÂÎÈÈ˙˘‰‰˘ ÍÎ
¢There are, in effect, two options, rescue of the child or reform of the
family. At first sight rescue seems the better option. After all, the
situation is not likely to have arisen overnight. The family is likely to be
set in ways that will continue to be harmful. Furthermore there are likely
to be people willing to rear the child in a better way through fostering or
adoption.
Eekelaar, supra note 32; Kline, supra note 38; S. Toope "The Convention ∫‡¯ µ±
on the Rights of the Child: Implications for Canada" Children's Rights – A
Comparative Perspective (M. Freeman ed., Aldershot, 1996) 33, 47; B.A. Boyer
& S. Lubet "The Kidnapping of Edgardo Mortara: Contemporary Lessons in the
Child Welfare Wars" 45 Vill. L. Rev. (2000) 245; S. Parker "The Best Interests
of the Child – Principles and Problems" The Best Interests of the Child –
Reconciling Culture and Human Rights (Oxford, P. Alston ed., 1994) 26;
S.K. Datesman & M. Aickin "Offense Specialization and Escalation among
‰¯Ú‰ ÏÈÚÏ ¨¯Â‡–Ô· ÆStatus Offenders" 75 J. Crim. L. & Criminology (1984) 1246
Æ≤≥
¨˘¢ÓÚÂȉ ß ˙È ÂÏÙ ∂±∞∂Øπ≤ ‡¢Ú ªπ𠨥∏ ®±© „¢Ù ¨˙È ÂÏÙ ß ˘¢ÓÚÂȉ ∑∞±µØπ¥ ‡¢ „ µ≤
„¢Ù ¨ÌÈÏ˘Â¯È· Ï„‚‰ È ·¯‰ ÔÈ„‰ ˙È· ß „È„ µ≤≤∑Øπ∑ ˆ¢‚· ª∏≥∂ ¨∏≥≥ ®≤©ÁÓ „¢Ù
‡È˘ ‰ Ï˘  Ȅ–˜ÒÙ ¨≤≤± ®±©ËÓ „¢Ù ¨È ÂÏÙ ß È ÂÏÙ ≤≤∂∂Øπ≥ ‡¢Ú ª¥∂± ¨¥µ≥ ®±©‰
Ư‚Ó˘
Hassall (1994), supra note 3, at pp. 9–10; Van Praagh, supra note 2, at p. ∫‡¯ µ≥
156; Van Praagh (1999), supra note 5, at p. 1348; Goldstein et al., supra note
Æ5; Goldstein, supra note 4

21. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
955
But the child herself must be taken into account. She has been accultured
into this family and will not necessarily fit in another. Experience tells us
that as she gets older she may well say that the most harmful thing that
happened to her including the abuse or neglect she suffered was to have
been removed from her family, to have lost her place, her contemporary
place and her heritage. Family origins and early experience are
fundamental to identity."
ÏÂÎÈ·Î ˙ÂÈÂÎÊ ÏÚ ‰È¯Â‚È Ò–·˙ÎÎ ˘Ó˘Ï ÌÈÏÂÎÈ Ì È‡ ‰Ï‡ Ìȯ·„ ÈÎ ¯È‰·‰Ï ·Â˘Á
‰ ‚‰ ¨¯˙ȉ ÔÈ· ¨‰˙ÂÚÓ˘Ó ˙ÂÎÈÈ˙˘‰‰ ˙ÂÎÊ ÏÚ ‰ ‚‰‰ Æ̉ȄÏÈ· ÌÈÈ‚ÂÏÂÈ· Ìȯ‰ Ï˘
¯˘‡Î ƉÎÂ˙Ï „Ï ‡Ï ÈÎ Û‡ ÂÏ˘Î ‰˙‡ ¯È„‚Ó ‡Â‰˘ ‰ÁÙ˘ÓÏ „ÏÈ Ï˘ ˙˜ÈÊ ÏÚ
Âȯ‰ ÌÂ˜È˘ Û¯Á „ÏÈ ıÓ‡Ï Â‡ Â˙¯ÂÓ˘Ó· ˜ÈÊÁ‰Ï ÍÈ˘Ó‰Ï ˙˘˜·Ó ˙ Ó‡ ‰ÁÙ˘Ó
˙ÂÎÊ· ‰¯Î‰ µ¥Æ„Ïȉ Ï˘ ˙ÂÈ˘ÓÓ‰ ÂÈ˙˜ÈÊ ˙ ‚‰Ï ˙ ÂÂÎÓ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ ¨ÌÈÈ‚ÂÏÂÈ·‰
Âȯ‰ ˙È·Ó ‡ˆÂ‰ ‡Â‰ ¯˘‡Î Ô‚Π¨ÂÈ˙Âȯ˘˜˙‰Ï Ϙ˘Ó Ô˙ÓÏ ÏÈ·Â˙ ˙ÂÎÈÈ˙˘‰Ï
‰˙Ú ¨Âȯ‰ Ï˘ „˜Ù˙ ¯ÒÂÁ ·˜Ú ˙·¯ ÌÈ ˘ ͢ӷ Ï„‚ ‰·˘ ¨Â·Ò ‡ „„ ˙ÁÙ˘ÓÏ
ÌÈÈÁ Á¯Â‡ ıӇϠÌ˙¯ÂÓ˘ÓÏ ¯ÂÊÁÏ ÂÈÏÚ ˙ÂÙÎÏ ÌÈ˘˜·Ó ̉ Âȯ‰ Ï˘ ̄˜Ù˙ ̘˙˘‰
Ɖ˘„Á ˙È˙¯·Á ‰·È·Ò ˘„Á
˙ÈÊÁ ‰ÁÙ˘Ó‰ Ï˘ ˙ÈËÙ˘Ó‰ ‰˙¯„‚‰ ¨ÈËÙ˘Ó‰ ÁÈ˘· ÈÎ ˙ ·Â˙‰  ÂÈ„ ÒÈÒ··
‰È ·‰· ‰Î¯Π‡È‰˘ „ÂÚ· ¨ÂÈÏ‡Ó ¯Â¯· ÔÎÂ˙ ˙ÏÚ· ˙ÈÏÒ¯ÂÂÈ Â‡ ˙È˘Â ‡ ˙ӇΠÌÈ˙ÈÚÏ
ȯ˘˜¢Ó ¯˙ÂÈ ‡ÂÙȇ ‰·Â˘Á „Ïȉ È„È–ÏÚ ‰ÁÙ˘Ó‰ Ï˘ ˙È‚ÂÏÂÎÈÒÙ‰ ‰¯„‚‰‰ µµÆ˙È˙·¯˙
µ∂Æ˙È˘ÓÓ ˙È‚ÂÏÂÎÈÒÙ ‰˜ÈÊ ÌÈ‡Ë·Ó Ì‰ Ôȇ ¯˘‡Î ¢Ì„
„Ïȉ Ï˘ ˙ÂÈ˙ÂÚÓ˘Ó‰ ÂÈ˙˜ÈÊ ÏÚ ‰ ‚‰‰ ˙·ίÂÓÏ ¯˘‡· ˜˜ÂÁÓ‰ ˙ÂÚ„ÂÓÏ ÌÈÊÓ¯
˙„˜ÙÏ ∏– ∂ ¨µ ¨¥ ÌÈÙÈÚÒ ˙‡¯Â‰· ÔÈÈÚÓ‰ ÆÈχ¯˘È‰ ˜ÂÁ‰ ˙‡¯Â‰· Û‡ ‡ÂˆÓÏ ¯˘Ù‡
„Ïȉ˘ ˜¯ ‡Ï ∫Ô‰Ó ‰ÏÂÚ‰ ·Î¯ÂÓ ÏÏÎ ÏÚ „ÂÓÚÈ µ∑¨±π∑±—‡¢Ï˘˙ ¨˛˘„Á ÁÒ ¸ ˙Âȇ¯‰
ËÚÓÏ ¨¯˘Î  ȇ Û‡ ‡Â‰ ¨Â‰¯Â‰ „‚ „ÈÚ‰Ï ¨Â Ó ˘ ˙Â¯È·Ú ˙¯Â˘· ËÚÓÏ ¨·ÈÈÁ  ȇ
ÒÁÈ· Ô‰ ‰ÏÁ ÂÊ ‰‡¯Â‰ ¨ıÓÂ‡Ó „Ïȉ ¯˘‡Î Ɖ¯Â‰‰ „‚ „ÈÚ‰Ï ¨˙Â¯È·Ú Ô˙Â‡Ï ÒÁÈ·
‰˜ÈÊÏ ÈÂËÈ· ‰Ï‡ ˙‡¯Â‰· ˙‡¯Ï ‰˘˜ ÆÈ‚ÂÏÂÈ·‰ ‰¯Â‰Ï ÒÁÈ· ԉ ıÓ‡Ó‰ ‰¯Â‰Ï
ÈËÙ˘Ó ÁÂÎ Ô˙È ‡Ï ®ıÓ‡Ó‰ ‡ È‚ÂÏÂÈ·‰© ‰¯Â‰Ï Æ„ÏÈÏ ‰¯Â‰‰ Ï˘ ˙È ÈÈ ˜–ÔÈÚÓ
‡Ï ¨„Ïȉ Ï˘ ‰Ú¯Î‰ ‡È‰ ‰¯Â‰‰ ˙·ÂËÏ „ÈÚ‰Ï Ì‡ ‰Ú¯Î‰‰ ∫„Ïȉ ˙گΉ ÏÚ ÚÈÙ˘‰Ï
ÆÔÏ‰Ï µÆÊ ÛÈÚÒ·  ·ÈÏ–˙Ó¢˙· ‰ÎÊ˙ χ¯˘È· ¯ÚÂ Ï ËÙ˘Ó–˙È·· ‰ Â„È ÂÊ ‰ÓÏÈ„ µ¥
M. Minow "We, the Family: Constitutional Rights and American Families" ∫‡¯ µµ
Æ74 J. of Am. History (1987) 959–960
Minow, ibid; Goldstein et al., supra note 5; Goldstein, supra note 4; ∫‡¯ µ∂
G. Maxwell "A Case for a Center of Family Studies in New Zealand" Towards a
Child and Family Policy for New Zealand (G. Maxwell, I. Hassall & J. Robertson
Æeds., 1992) (Office of the Commissioner for Children) 144
Æ¥≤± ¨±∏ Á¢ µ∑

22. Ô Â¯ ¯È‡È‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ
956
„‚ „ÈÚ‰Ï Ì‡ ¨¯˙ÂÈ ‰˘˜‰ ‰Ú¯Î‰‰ ÔÓ ÂÏȇ ¨˙ÈÏÈÏÙ‰ ‰ÚÈ·˙‰ Ï˘ ‡ ‰¯Â‰‰ Ï˘
ÔÈ·˘ ‰˜Èʉ ˙‡ ÏÈÏÎ ËÚÓÎ ˜˙È ıÂÓȇ‰ ¯˘˜˘ ¯Á‡Ï Û‡ ¨ÏÏÎÎ ¨¯¯ÁÂ˘Ó „Ïȉ ¨Â‰¯Â‰
˙·ÂÁÏ Ìȯ‰ ˙„Ú‰Ï ÒÁÈ· Û‡ ˙ÂÏÁ ˙ÂÏÈ·˜Ó ˙‡¯Â‰ ÆÌÈÈ‚ÂÏÂÈ·‰ Ìȯ‰‰ ÔÈ·Ï „Ïȉ
ÆÌ˙ÂÎÊÏ ̉ȄÏÈ
ȯ˘˜ Ï˘ ˜Â˙È ˙Ó‚Ó ¨ıÂÓȇ‰ È È„ Ï˘ ˙ÈÏÏΉ Ì˙Ó‚ÓÓ ˙‚¯ÂÁ ‰Ï‡ ˙‡¯Â‰
Ô‰Ï˘ Ï ÂȈ¯‰ ÈÎ È ¯Â·Ò Æ˙ˆÓ‡Ó ‰ÁÙ˘Ó· ˙ÈÙÂÏÁ ˙¯‰ ˙¯ÈˆÈ ÌÚ ˙È‚ÂÏÂÈ·‰ ˙¯‰‰
Æ„Ïȉ Ï˘ ˙ÂÈ˘ÓÓ‰ ˙ÂÈ˘‚¯‰ ÂÈ˙Âȯ˘˜˙‰ ÏÚ ‰ ‚‰  ȉ
˙·˘ÈÈ˙Ó‰ ‰ Á·‰ ‡È‰ Û‡ ˙¯ˆÂÈ µ∏¨±π∑∑—Ê¢Ï˘˙ ¨ÔÈ˘ ÂÚ‰ ˜ÂÁÏ ≥∂µ ÛÈÚÒ ˙‡¯Â‰
‡ ‰¯Â‰  ȇ˘ ÈÓÏ ‰ ˘ ‰¯˘Ú–Ú·¯‡ ÂÏ Â‡ÏÓ ‡Ï˘ „ÏÈ ˙¯ÈÒÓ˘ „ÂÚ· ∫ ÂÈ„ ˙Ó‚Ó ÌÚ
¯˘‡Î ¨˙ÈÏÈÏÙ ‰¯·Ú ÏÏÎÎ ‰ÂÂ‰Ó ÔÈ˘‰ ÈÙÏÎ ˙ÂÈÂÎÊ ˙·ÂÁÓ ˙Â¯Ú ˙‰ ÍÂ˙ ÂÒÙ¯ËÂÙ‡
‡È‰ Â˙¯ÈÒÓ ¨Â˙ÂÁ‡Ï ‡ ÂÈÁ‡Ï ¨Â˙„Â„Ï ¨Â„Â„Ï ¨Â‰¯Â‰ ‰¯Â‰Ï ¯ÒÓ „Ïȉ ÈÎ ÁÎÂÓ
Ï˘ Â˙Âȉ ˙ÁÎÂ‰Ï ˙˜٠Ôȇ ¯Á‡ ‰¯˜Ó Ïη Ɖ¯ÈÒÓ‰ Ï˘ ÈÏÈÏÙ‰ ÈÙ‡‰ ÏÏ˘ ¨Â˙·ÂËÏ
ÈÎ È ¯Â·Ò Æ„ÚÒ „È˜Ù Ï˘ ¯Â˘È‡ ˘‡¯Ó Ï·˜˙‰ ‡Ï ̇ „Ïȉ ˙·ÂËÏ ˙¯ÂÓ˘Ó‰ ÈÂ È˘
‰˜ÈÊ ÏÚ ‡Ï‡ ¨„ÏÈÏ ˙·Á¯ÂÓ‰ ‰ÁÙ˘Ó‰ Ï˘ ˙È ÈÈ ˜–ÔÈÚÓ ‰˜ÈÊ ÏÚ ‰ È‚Ó ‰ ȇ ÂÊ ‰‡¯Â‰
Æ„Ïȉ ˙·ÂËÏ ‰˙Âȉ· ˙È ˙ÂÓ ‰ÏÂÚÙ‰ ˙¯˘Î Ô΢ ¨Â˙ÁÙ˘ÓÏ „Ïȉ Ï˘
‰˘„Á ‰ ‚‰˘ ‡È‰ ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊ· ˙ÚˆÂÓ‰ ‰¯Î‰‰ ˙ÂÚÓ˘Ó ¨‰Î „Ú Â ÂÈ„ ¯Â‡Ï
 ȇ˘ ÈÓÎ ˜¯ ‡Ï ÂÓˆÚ ‰‡¯È „Ïȉ˘ ÁÈË·‰Ï ‰˙¯ËÓ ¨„ÏÈ ÏÎÏ ˙ÚˆÂÓ ˙Ù˜Ó ‰¯Â¯·
ÒÁÈ· Ì‚ ¨ÌÈ„Ïȉ ÏÎÎ ÈÎ Ú Î˙˘È ¨Â˙·ÂË È˘¯Â„Ï ÍÈÈ˘  ȇ˘ ÈÓÎ Û‡ ‡Ï‡ ¨ÂÈ¯Â‰Ï ÍÈÈ˘
‰Ê „ÚÈ˘ Ô·ÂÓ ÆÂÈχ ˙ÎÈÈ˙˘Ó Ô· ˙È˘‚¯ ÂÈχ ÍÈÈ˙˘˙˘ ÃdÕÓÀk ‡Â‰˘ ‰·È·Ò‰ ¨ÂÈχ
Ôȇ ¨Ú„ ̇ ۇ ¨„ÏÈ Ï˘ ·ÈÏ· ‰Ó ˙‡„· ˙Ú„Ï ÏΠ‡Ï ÌÏÂÚÏ ˙ÎÏ ˜ÈÁ¯Ó
˙ÂÎÈÈ˙˘‰‰ ˙˘ÂÁ˙ ÏÚ ‰ ‚‰ ‰¯˜Ó ‰¯˜Ó Ïη ÁÈË·‰Ï ÌÈÓȇ˙Ó ÌÈÏÎ ËÙ˘Ó‰ ˙ίÚÓÏ
‰ÏÙ˘‰Î ¨ÈÂÊÈ·Î ˙ÂÂÁÏ ÏÂÏÚ ‡Â‰˘ ‰Ó È ÙÓ Ë¯Ù‰ ÏÚ ˙ÈËÙ˘Ó‰ ‰ ‚‰‰ Æ„Ïȉ Ï˘
¨‰¯˜Ó ‰¯˜Ó Ïη „·η ‰Ò ˙È Ô· ˯ى˘ ‰ÁÈË·Ó ‰ ȇ Ì„‡Î ‰Â¢‰ ÂÎ¯Ú ˙ÏÈÏ˘ÎÂ
‰Î¯Ú‰ ÏÚ ˙ÒÒ·˙Ó ‡Ï‡ ¨˙ÂÈ˘Â ‡‰ ˙ÂÈÂ˘È‚¯‰ ÏÎ ˙‡ ‰È ÈÚ „‚ Ï ‰Ó˘ ‡È‰ Ôȇ Ô΢
˙ÂÎʉ ˙‡ ‰ÚÈ· ÓÎ ˙‰ÊÏ ˙ÂÎÊ· ‰¯Î‰‰ ¨ÔΖÈÙ–ÏÚ–Û‡ µπÆ˯ى ˙ÂÒ ˙‰ Ï˘ ˙·¯Â˜Ó
‰È‡¯Î ˙È„ÂÁÈȉ ˙‰ʷ ‰¯Î‰‰ ¯˘‡· Ì„‡‰ „·ΠÏÚ ‰ ‚‰‰ ˙‡ ‰ÓȈÚÓ ˙ÂÎÈÈ˙˘‰Ï
˙·¯˙Ó ‰ÏÂÚ‰ ¨ÏÂÎÈ·Î ‰ Ș˙ ¨‰„ÈÁ‡ ˙Â‰Ê Ï˘ ˙ ÂÈÏÚ ˙Á ‰ ˙Á˙ ˙¯˙ÂÁ ‰ ‚‰Ï
˙˜ÈËÈÏÂÙ Ï˘ ˙È¯Ë ˆÂ‚‡‰–˙È¯Ë ˆÂ ˙‡‰ ‰Ò¯‚‰ ˙‡ ˙ˆÓ‡Ó ‰ ȇ Ì‚ ÂÊ ‰¯Î‰ Ʒ¯‰
˙„ÈÁ‡ Ï˘ ˙ÈÓ„˙ ÛÈÏÁ‰Ï ‰ÚÈˆÓ ‡È‰ Æonly 'black is beautiful' Ï˘ ‰˜ÈËÈÏÂÙ ¨˙‰ʉ
ÂÊ ˙ÂÈ„ÂÁÈÈ ¯˘‡Î ¨ÌÈ„ÏÈ Ï˘ ˙Âȯ˘˜˙‰ Ï˘ ˙ÂÈ„ÂÁÈÈ ˙ ¢ Ï˘ ˙‡Ȉӷ ˙ÈÏÒ¯ÂÂÈ Â‡
Â˙·¯˙ ˙‡ „Ïȉ ˙¯„‚‰ ÏÚ ˙ÎÓÒ ‰ ˙È˙·¯˙ ˙‰ÊÏ ˙ÂÎÊ ∂∞Æ˙ÈÏÒ¯ÂÂÈ Â‡Î ˙ ÂÎÓ
Æ≤≤∂ ¨∏∂¥ Á¢Ò µ∏
Ʊ≥∑ ßÚ· ¨≤± ‰¯Ú‰ ÏÈÚÏ ¨Ù¯˜ µπ
˙·˜Ú· ¨È˙ ÂÂÎ ¨˙Â‰Ê ˙˜ÈËÈÏÂÙ Ï˘ ˙È¯Ë ˆÂ‚‡–˙È¯Ë ˆÂ ˙‡ ‰Ò¯‚Ï È˙ÂÒÁÈÈ˙‰· ∂∞
È„Î ¨ÈÚÊ‚ ‡ˆÂÓ Â‡ ¯„‚Ó Ô‚Π¨ÌÈÈ˙ˆÂ·˜ ÌÈÎÂÈ˘ ·È·Ò ˙„ÎÏ˙‰Ï ¨Â ÈÓ ¯ÂÒÙ¯Ù
ÍÈÈ˙˘Ó ˯ى˘ ‰ˆÂ·˜‰ È · ÌÚ ˜¯ ·ÈËÈ˙˘ ͯ„· ÁÂΉ ˙˜ÂÏÁ ˙‡ ˙ ˘Ï ‡ ·ˆÚÏ
M. Minow "Speech: Not Only for Myself: Identity, Politics and the ∫ ÈÈÚ Æ‰Èχ

23. ‚¢Ò˘˙ ˇ ÂÎ ËÙ˘Ó È ÂÈÚ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎÊÎ ˙‰ÊÏ „Ïȉ ˙ÂÎÊ
957
ÌÚ ˙ ˙˘‰Ï ÈÂ˘Ú ÌÂÈÎ Â˙‰ÊÎ ¯È„‚Ó „Ïȉ˘ ‰Ó ∂±∫ÈÂ È˘ Ï˘ ‰˜È˘χȄ ‰ÁÈ Ó
Ì„‡Î „Ïȉ ˙‰ÊÏ ˙·ÈÂÁÓ ¨Â„·ÎÏ ‰ È„Ó‰ ˙·ÈÂÁÓ ÆÂ˙Â‰Ê Ï˘ ˙΢Ó˙Ó‰ ‰˙¢·‚˙‰
¨˙ ¢ ˙ÂÈ·¯˙Ï „Ïȉ ˙·ÈÂÁÓ Æ‰ ÈÚ· ˙„ÓÂÚ ¨ÈӠ¡ „˜Ù˙ ˙‡¯˜Ï Á˙Ù˙Ó‰
Æ˙ ˙˘‰Ï ‰ÈÂ˘Ú ¨ËÂÚÈÓ ˙·¯˙Ï ÔÏÏηÂ
¨˙È˙ÁÙ˘Ó‰ ˙Ï˘Â˘‰ ¨˙·Á¯ÂӉ ˙È ÈÚ¯‚‰ ‰ÁÙ˘Ó‰ ¨ÈÏӯ ÌÈ ÈÈ Ú ·ˆÓ· ¨ÌÂÎÈÒÏ
„Ïȉ Ï˘ ˙Â‰Ê ˙˘ÂÁ˙Ï ÌÈÓ¯Â˙ ̉ Æ¢‰„ÈÏÓ „Ïȉ ˙ÂÈÂÎÊ¢ ̉ ̇Ϡ‰Ù˘ ¨˙·¯˙
È˘Â ‡ ¯˘˜‰ ÏÚ ‰ ‚‰ ‰˙ÂÚÓ˘Ó ˙ÂÎÈÈ˙˘‰Ï ˙ÂÎʉ ÏÚ ‰ ‚‰ ÔΖÏÚ ÆÂÈÈÁ· ˙ÂÚÓ˘ÓÏÂ
˜Â˜Ê Ì„‡ ÏÎ ¨ÂÈÏÚ Â ‚È · ÂÎÓ˙È ¨ÂÏ Â‚‡„È˘ ÌÈ˘ ‡Ï ¯·ÚÓ Æ‰ÏÁ˙‰ ˙„˜  ԂÂÓ
‰¯Â¯· ‰ÒÈÙ˙ ÂÏ ‰È‰˙˘ È„Î ¨·Á¯Ó·Â ÔÓÊ· ̘ÂÓÓ‰ ¯˘˜‰ ¨ÂÏ˘ ‡Â‰˘ È˘Â ‡ ¯˘˜‰Ï
∂≤ÆÂÈÈÁÏ ˙ÂÚÓ˘Ó ÂÓˆÚ Ï˘ ‰ ˙ȇÂ
Ï˘ ‰˜ÈËÈÏÂÙ· È˙¯Â˜È· ÔÂÈ„ ˘È ‰Ê ̇ · ÆLaw" 75 Oregon L. Rev. (1996) 647, 648
"Why can't we emphasize our commonality ∫„ÂÚ ‰¯È·ÒÓ Â ÈÓ ¯ÂÒÙ¯٠Æ˙‰Ê
rather than our differences? asks the Universalist… Too often the denial of
differences is an implicit assertion of majority superiority, telling minority
group members to put their differences aside… If I am not for others, what am I?
Hillel's second question… starts with the divide between self and others and
urges a more direct connection with other, real human beings than a universal
call for unity implies… If we are nor for others, suggests Hillel, we are fools or
monsters. Identity politics… limits concern to those who match the individual's
own identity trait. I am for others, but only those like myself… Psychological
research suggests that taking perspective of others requires some cognitive
development, normally available by the time a child is six or seven. Most
adolescents and adults readily have the capacity. What is more often lacking is
the motivation to exercise it." Minow, supra note 41, at pp. 26, 28; See also
ÆVan Praagh, supra note 2, at p. 203
¯ÂÒÙ¯٠˙Â‰Ê ˙˜ÈËÈÏÂÙ Ï˘ ˙È¯Ë ˆÂ‚‡–˙È¯Ë ˆÂ ˙‡ ‰Ò¯‚ΠԇΠÈ˙¯‡È˙˘ ‰Ó ˙‡
Ô˙È ¨¯‡·Ó ‡È‚˘ ¯ÂÒÙÂ¯Ù˘ ÈÙÎ ¨Ô· ÆÈχ¯˘È‰ ˙ÂÈÂÎʉ ÁÈ˘ Ï˘ ÈÂËÈ·Î ‚È˘ÓÓ ‡È‚˘
ÈÙÎ ÈÏ˘ È˙Â‰Ê ˙‡ ¯˘‡Ï ÍΠ¨¯Á‡‰ ˙‡ ÏÂÏ˘Ï È„Î ˙ÂÈÂÎʉ ÁÈ˘· ˘ÂÓÈ˘ ˙¢ÚÏ
ÏÈÚÏ ¨‡È‚˘© È„¯Á ‡ È˙„ ¨È ÂÏÈÁ ¨È·¯Ú ‡ È„Â‰È ‡Â‰ ¯Á‡‰˘ ÔÈ·  È˙ÂÓ˜ӷ Ï·Â˜Ó˘
‡Ï‡ ¨˙ÂÈÂÎʉ ÁÈ˘ ˙ÁÈ Ê Â È‡ ®˙ÈÓÈËÙ‡‰© È˙ËÈ˘Ï Á˙ÙÓ‰ Æ®µ≥—µ≤ ßÚ· ¨¥∑ ‰¯Ú‰
ÆԇΠ ÂÈ„ Á¯·  ˜È˙
Van Praagh (1999), supra note 5, at p. 1348; Van Praagh (1997), supra ∫‡¯ ∂±
Ænote 5, at p. 366; Cooper et al., supra note 38, at pp. 136–139
ÆHasssll (1994), supra note 3; Hassall (n.d.), supra note 3 ∫‡¯ ∂≤