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Sensing as an ethical dimension of teacher professionality
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences. (STORIES)
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences. (STORIES)ORCID iD: 0000-0002-1871-4488
2016 (English)In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 45, no 1, 46-58 p.Article in journal (Refereed) Published
Abstract [en]

Drawing on the ethics of alterity and the ethics of dissensus, this study addresses how teacher professionality can be understood in relation to the notion of sensing. Both these ethics indicate a desire to oppose various forms of violence in society. The author challenges the assumption that all that is needed to oppose violence is the moulding of a proper moral character. According to Lévinas’ and Ziarek’s writings on sensing the Other, education alone will not overcome power dynamics and the unconscious distancing between people. Instead, these aspects need to be continuously addressed by teachers. Rather than trying to find the best ethical theory, we contend that theories cannot replace the critical judgement of teachers, which necessarily presumes a more widened view and more thoughtful choices in their ever-changing practices.

Place, publisher, year, edition, pages
2016. Vol. 45, no 1, 46-58 p.
Keyword [en]
ethics of alterity, ethics of dissensus, teacher professionality, violence
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-20592DOI: 10.1080/03057240.2015.1127801ISI: 000375863700004Scopus ID: 2-s2.0-84961214243OAI: oai:DiVA.org:hig-20592DiVA: diva2:871455
Available from: 2015-11-14 Created: 2015-11-14 Last updated: 2016-06-15Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • sv-SE
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  • nn-NB
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  • Other locale
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