Human rights education (HRE) was implemented by international organizations to provide individuals with the means to appropriate their own rights. However, it would seem that HRE is ineffective. An evaluation of the epistemological framework promoted by international institutions enables us to propose reflections toward the implementation of a critical HRE that may be more effective. Our aim is therefore to present more concrete pedagogical modalities of critical human rights education through philosophy for children. We observe how this practice can implement new epistemological stances within the framework of pedagogical practice dedicated to HRE, while presenting an experiential implementation of certain human rights, thus responding to the ethical requirements of HRE.