Individuals or persons—what ethics should help constitute the school as community?

Ethics and Education 2 (2):131-143 (2007)
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Abstract

This paper critically examines some assumptions involved in determining the nature of the relationships and work that constitute a school as a community dedicated to learning and knowledge. Rather than arguing from first principles, the paper assumes that respect for other people as ends is preferable to seeing individuals in terms of their function or status; and it argues, in particular, for the reinstatement of a sense of agency for teachers that seems to have been lost in recent education initiatives in the UK. Following Heidegger's notion of authenticity and Gadamer's emphasis on the process of interpretation to precipitate understanding, the paper argues that professional knowledge and understanding is best generated in relation to others, and thus the ethical basis for schools as communities should focus less on individuals and more on the value of persons in relationships of a distinctive kind

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References found in this work

Studies in the way of words.Herbert Paul Grice - 1989 - Cambridge: Harvard University Press.
Sources of the Self: The Making of the Modern Identity.Charles Taylor - 1989 - Cambridge, Mass.: Cambridge University Press.
Truth and method.Hans-Georg Gadamer - 1989 - New York: Continuum. Edited by Joel Weinsheimer & Donald G. Marshall.
Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.

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