From Takers to Givers: A Socially Sustainable Ethics in Active Citizenship Education

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

Abstract

Presenting the eleven points of the Danish Union of Teachers’ “Professional Code of Ethics” and selecting specifically points II and III shows how ethical ideals regarding democratic citizenship education and the teacher’s role and rolemodeling democratic values and behavior fostering self- and pupil development are at the heart of the Danish teacher-ethical code (Danmarks Lærerforening 2013). The chapter founds its interest in the paradox of techne and phronesis understandings of ethics in teacher-professional ethical practice (Carr, 2006) and in the historical reasoning behind democratic citizenship education, supported by ideas of social sustainability. Two micro-sociological examples are given to accommodate the required profession ethical nous: The Socratic dialogue, and economic anthropological analyses of social value exchange represented from a Maussian perspective. The chapter highlights the importance of a deep understanding of the teacher-pupil-relationship and interactions as well as a deep understanding of the pupils’ opportunities to experience contributing value to the their community. Analyzing the theoretical examples from a practical-ethical understandings thus contributes reflection points and tools to the professional teacher with a practical-ethical awareness.
OriginalsprogEngelsk
TitelProfessional Ethics in Welfare Work and Education : Nordic Perspectives
RedaktørerBjørn Ribers, Niels Warring
ForlagRoutledge
StatusUnder udarbejdelse - 2024

Emneord

  • professional ethics
  • economic anthropology
  • educational relationship
  • vulnerable populations
  • critical intervention

Citer dette