One strategy is to tie the right to know to the right to an identity. Here the argument is that individuals require genuine facts about their biological history in order to develop a proper personal identity (Ravitsky 2010). However, one response is that while children have a right to an identity, they do not have a right to a particular kind of identity, such as one based primarily on historical biological ties (Allen 1996). Another route is to argue that children have a right to be respected,