


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 6, No. 4, 2023 

www.scholink.org/ojs/index.php/grhe 

10 

 

Original Paper 

Law, Right to Freedom of Expression and a Fraternal Speech 

Carlos Adolfo Sanabria Valdés
1 

1
 Universidad Autónoma Metropolitana, Unidad Azcapotzalco, Mexico  

 

Received: September 21, 2023  Accepted: October 10, 2023   Online Published: November 10, 2023 

doi:10.22158/grhe.v6n4p10            URL:http://dx.doi.org/10.22158/grhe.v6n4p10 

 

Abstract 

All rights, such as the right to freedom of expression, in some constitutions and Universal Declarations 

are mandatories to every government of any nations in order to protect the dignity of the human beings. 

There are many ways so as to protect that faculty. People and laws protect that juridical principle. 

Professors apply many teaching techniques so that they can promote the right to freedom of expression 

at schools, one of them is the discussion. It technique allows students express freely their opinions. All 

of them are valuable because every though gives aspects to enrich the right to freedom of expression. 

Everyone has principles in the classroom and speaks freely their thoughts because a juridical principle 

is the right to freedom of expression. It is worth promoting this human right at the universities because 

students can apply that faculty in the real life. 

Keywords 

freedom, professors, students, law, expression 

 

1. Introduction 

Law protects human rights, one of them is the right to freedom of expression. Professors teach this 

faculty with some teaching techniques. The main goal of this paper is to study some benefits to human 

beings produced by the right to freedom of expression applying the discussion teaching technique. 

In the section Method I argue the protection of the right to freedom of expression in the Universal 

Declaration of Human Rights and many constitutions of some countries. Also I put forward the notion, 

some characteristics and how to apply the discussion technique in order to promote that human right. 

In the next section I propose some benefits to students about applying the discussion technique. 

At the end of this article I draw some arguments about good results when professors foster the right to 

freedom of expression.  

 

 

 



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2. Method 

Law studies all human rights, one of them is the right to freedom of expression. It can be a principle or 

one human right. A principle is: “A standard that is to be observed, not because it will advance or 

secure an economic, political or social situation deemed desirable, but because it is a requirement of 

justice or fairness or some other dimension of morality” (Dworkin, 1978, p. 22).  

The right to freedom of expression is protected in the Universal Declaration of Human Rights and many 

constitutions of some countries. This international law was published on 10 December 1948. The article 

19 of the Universal Declaration of Human Rights prescribes: “Everyone has the right to freedom of 

opinion and expression; this right includes freedom to hold opinions without interference and to seek, 

receive and impart information and ideas through any media and regardless of frontiers”.  

Another way that people have protected the right to freedom of expression is in some constitutions of 

many countries around the world, such as United States of America and Mexican United States. I draw 

the right to freedom of speech as a juridical principle, value, standard, faculty or a human right in this 

article. 

Also we the professors stand up for this juridical value because this faculty allows human being speak 

thoughts, feelings, ideas, reasoning and beliefs and people can improve their life when we teach at 

universities and write books or essays about that human right.  

Professors apply many teaching techniques so that they can promote the right to freedom of expression at 

schools. One of them is the discussion. I shall propose to apply this teaching technique so that some 

professors could promote the right to freedom of expression. 

María Andueza puts forward the description of this pedagogical instrument: 

“A little group works on a topic or problem in a free and informal discussion leaded by a coordinator. 

Students and a teacher consider together certain topics or problems; interchanging or confronting ideas, 

knowledge, criteria, etc., with the purpose of analyzing, clarifying, explaining and solving its. This 

technique constitutes an excellent learning instrument, because the group is who participates actively in 

the process of knowledge through the intercommunication, the exposition of contrasted points of view, 

the ordering of their thinking, the faculty of reasoning and the critical analysis” (Andueza, 2001, p. 76).  

Andueza proposes about the development of this technique: “The coordinator speaks a little introduction 

to set in a context to the group in the chosen topic and to ask the first question, producing the dialog starts. 

He has to guide the discussion without pressure, and giving the turn of speaking opportunely so that 

everyone achieves the proposed goals. It is wanted that the coordinator does not participate in the 

discussion, instead he would be a guide, asking to explain an idea with precision. He has to respect the 

criteria of the students and stimulating them” (Andueza, 2001, pp. 76-77). 

Professors can apply the discussion technique making some changes to it so as to they teach any content 

or topic of Law such as the right to freedom of expression. How could be a class about fomenting this 

faculty? It could be applying that technique in the next way. One professor gives to students an 



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assignment about reading that juridical value wrote by Ronald Dworkin and tells them to finish this 

activity to a future specific day. In this date in the classroom, the professor begins the class speaking the 

instructions of the activity. The first instruction is the time of discussion of the topic, it will be by thirty 

minutes. The second is some students shall explain the meaning of the right to freedom of expression. 

The third step is to speak freely about other aspects of this juridical value. Then the dynamic begins in the 

class. The professor gives the turn to one student. He or she argues about the concept of that faculty. After 

other students speak about the characteristics of this juridical value. Others expose some problems about 

this topic. Someone speaks the benefits of this human right. At the end of the class the professor closes 

the dialog and finishes the activity.  

 

3. Result 

Discussion technique allows students express freely their opinions. All of them are valuable because 

every though gives aspects to enrich the right to freedom of expression. Many opinions are equal and 

others are different but all of them should be respected because of people have many international 

conventions, constitutions and ideas of people that promote that human right. In that stage everybody 

hears respectfully each other. It is worth writing and teaching about that right because people shall speak 

their thoughts, feelings, reasoning and beliefs. Humankind are going to think and write always ideas of 

Law so as to make a better life.  

The most professors teach and write about the right to freedom of expression, the most human beings 

speak their thoughts, feelings, reasoning and beliefs so that we can improve our entire life. 

That teaching technique can trigger a fraternal speech among students and the professor. A fraternal 

speech is a set of spoken ideas produced only by human beings at the moment that they speak and hear 

each other when everybody considers as people each other. The idea of fraternity is present in Law. 

Ronald Dworkin proposed about fraternity: “So people who are members of bare political communities 

have political obligations, provided the other conditions necessary to obligations of fraternity, 

appropriately defined for a political community, are met… They accept that they are governed by 

common principles” (Dworkin, 1993, pp. 207-211). Everyone has principles in the classroom and speaks 

freely their thoughts because a juridical principle is the right to freedom of expression.  

It is worth promoting the human right-wrote in the last paragraph- at the universities because students can 

apply that faculty in the real life. They can practice that juridical value so that people speak freely their 

thoughts about religion, Law, education, government and love respecting each other. “So each member 

accepts that other have rights and that he has duties” (Dworkin, 1993, p. 211). 

 

 

 

 



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4. Discussion 

All rights, such as the right to freedom of expression, in some constitutions and Universal Declarations 

are mandatories to every government of any nations in order to protect the dignity of the human beings. 

No one can prohibit those juridical values. Everybody ought to respect those laws. 

There are many ways so as to protect that faculty. Professors, people and laws protect that juridical 

principle. It is worth writing and teaching about that right because people shall speak their thoughts, 

feelings, reasoning and beliefs. Humankind are going to think and write always ideas of Law so that they 

can make a better life.  

Professors apply many teaching techniques in order to they can promote the right to freedom of 

expression at schools, one of them is the discussion. They can apply the discussion technique making 

some changes to it so as to they can teach any content or topic of law such as that juridical value. 

Discussion technique allows students express freely their opinions. All of them are valuable because 

every though gives aspects to enrich the right to freedom of expression. That teaching technique can 

trigger a fraternal speech among students and the professor. A fraternal speech is a set of spoken ideas 

produced only by human beings at the moment that they speak and hear each other when everybody 

considers as people each other. 

When people apply the fraternity in any society, they respect each other as equals. “each person is as 

worthy as any other, that each must be treated with equal concern  according to some coherent 

conception of what that means” (Dworkin, 1993, p. 213). Each person speaks their ideas about life. Then, 

every thought is worthy because everybody can think. Any opinion could give any society the 

opportunity to review its paradigms about thinking. John Stuart Mill proposed:  

“If all mankind minus one, were of one opinion, and only one person were of the contrary opinion, 

mankind would be no more justified in silencing that one person, than he, if he had the power, would be 

justified in silencing mankind… If the opinion is right, they are deprived of the opportunity of 

exchanging error for truth: if wrong, they lose, what is almost as great a benefit, the clearer perception 

and livelier impression of truth, produced by its collision with error” (Mill, 1947, p. 16). 

When a society allows everybody to express all thoughts, mankind can avoid injustices, about this idea 

Mill put forward: “The event which took place on Calvary rather more than eighteen hundred years ago. 

The man who left on the memory of those who witnesses his life and conversation, such an impression of 

his moral grandeur, that eighteen subsequent centuries have done homage to him as the Almighty in 

person” (Mill, 1947, p. 24). 

Some people thought different to Jesus Christ, but Jesus was right. Today we wrote dates after Christ. 

This fact shows us the importance about we ought to listen to each other freely. This event should not 

repeat again in our history. We can avoid that event practicing a fraternal speech in Law’s classroom 

because there is the right to freedom of expression. 



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If human beings develop a fraternal speech then humankind improve because we understand each other 

and nobody takes any advantage on others and we respect each other. In this way everyone will live with 

dignity and we will be equal in liberty, abundance, property and all aspects of our live. The more we 

human beings to apply that speech, the more we will have a better life. 

In the classroom every student can speak any kind of thoughts and beliefs. A speech of fraternity 

allows to respect all ideas. Students set free when they speak their thoughts. The more professors apply 

discussion technique in a course, the more a fraternal speech is practiced by students of Law. The more 

docents practice that teaching technique the more students shall apply the right to freedom of 

expression and a fraternal speech. 

Everyone has principles in the classroom and speaks freely their thoughts because a juridical principle is 

the right to freedom of expression. It is worth promoting this human right at the universities because 

students can apply that faculty in the real life. They can practice that juridical value so that people can 

speak freely their thoughts about religion, Law, education, government and love respecting each other. 

When people apply the fraternity in a society, they respect each other as equals. 

The more professors apply discussion technique in a course, the more a fraternal speech is practiced by 

students of Law. The more docents practice that teaching technique the more students shall apply the 

right to freedom of expression and a fraternal speech. 

 

References 

Andueza, M. (2011). Dinámica de grupos. México, Trillas. 

Dworkin, R. (1978). Taking rights seriously. United States of America, Harvard University Press. 

Dworkin, R. (1993). Law’s Empire. United States of America, Massachusetts, The Belknap Press Of 

Harvard University Press. 

Mill, J. S. (1947). On liberty. Appleton-Century-Crofts, New York, United States of America. 

Universal Declaration of Human Rights. (1948). 

 

 


