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

Presenting the 11 points of the Danish Union of Teachers’ ‘Professional Code of Ethics’ and specifically selecting points II and III shows how ethical ideals regarding democratic active citizenship education and the teacher’s role and modelling of democratic values and behaviour fostering self- and pupil development are at the heart of the Danish teacher ethical code. The chapter examines the paradox of techne and phronesis understandings of ethics in teachers’ professional ethical practice 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 professional ethical nous: Socratic dialogue and the 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 pupils’ opportunities to experience contributing value to their community. Analysing the theoretical examples from a practical–ethical angle thus contributes reflection points and tools to the professional teacher with a practical–ethical awareness and is placed within a sustainable educational understanding.