The teaching of values to youth in contemporary societies is more problematic than ever before. Globalisation, technological change, the decline of belief systems, and the breakdown of the family have created an environment where people fear that character education may impart values to children which conflict with their own. Natural law holds the potential to identify basic values which almost all can embrace. Some believe Hume’s Guillotine has rendered natural law reasoning invalid. The perceived objections to ethical naturalism of Hume, Moore, and Mackie are herein shown to pose no significant obstacles to natural law thought. A contemporary form of ancient natural law reasoning is advanced here; it is then combined with a uniquely simple and practical approach to pedagogy. This pedagogy is shown to have exceptional motivational power. The ability of the form of natural law reasoning here set forth to deduce prescriptivity from the natural world is then demonstrated, using the area of reproductive and gestational health in order to give an instantiation of legitimate derivation of values from facts. This ethical reasoning and teaching strategy will likely be approved by those who would otherwise object to children being taught values while at school.

The purpose of this thesis is to examine the educational disadvantage currently being suffered by Roma children in the Czech Republic, Hungary, Romania and Slovakia, and to identify the most appropriate human rights mechanism with which to remedy the situation. Education is vitally important for oppressed minorities such as the Roma since, without it, individuals will be unable to fully access the complete range of their fundamental rights and so will be unable to challenge the disadvantage and discrimination that they suffer. This thesis first submits, therefore, that the traditional liberal democratic model of governance as featured in contemporary Europe is insufficient to adequately address the needs of minorities. To address this insufficiency, states must recognise a version of multiculturalism that both embraces critical pluralism and is compatible with liberal theory. Secondly, this thesis suggests that the individualistic focus of rights protection should be enhanced through an increased recognition of children’s rights so that the individual child is firmly entrenched as an autonomous rights holder. The type of education system that would exist in such a rights environment should serve to develop the autonomy and competence of individual children but also to facilitate their security within their own culture. This type of multicultural education can only be achieved if the various international instruments concerning the right to education can be required to place a more onerous burden on states parties when it comes to minority accommodation. At a domestic level, this thesis suggests that the most appropriate means by which to accommodate the Roma within the national education systems of the four countries would be through a culturally sensitive mainstreaming approach adapted from that used in England.