Suchergebnisse

Teachers are among many educational entities. In this profession, it is worth paying special attention to its ethical dimension. This is dictated primarily by the specific nature of the educational activity of the representatives of this socio-professional category which includes, among others, interpersonal relationships with pupils and students. They are manifested in various educational situations, often complex and complicated, requiring the teacher to represent a high ethical level, consistent with the arrangements made in the field of professional ethics. This, in turn, taking into account its shape, may be perceived differently. The aim of this article is to attempt to present the ethics of the teaching profession from the point of view of the ethics of care. Understanding the ethics of the teaching profession as an ethics of care is rarely presented in the literature on the subject. Most often, teaching ethics is associated with a set of specific ethical conditions or moral virtues, somewhat reducing the importance of the category of care in this ethics. Hence, the main research problem revolves around the questions: What are the characteristics of the ethical dimension of a teacher's professional work and what does care and ethics of care mean in the teaching profession? The adopted research method was the analysis of the literature on the subject and of articles published in scientific journals, concerning the research issues being undertaken. The presented text discusses the ethical dimension of a teacher's professional work from a normative perspective, in particular from the point of view of the ethics of duty and the ethics of virtue, and then the category of care and the ethics of care with its relation to the teacher's professional activity. The analysis of the literature on the subject leads to the belief that in contemporary scientific explorations consistent with ethical and pedeutological thought, greater emphasis should be placed on the ethics of care in the teaching profession, as well as the possibility of contamination of the ethics of care and the ethics of justice. All this can serve to optimally practice the teaching profession in ethical terms.


Etyka zawodu nauczyciela jako etyka troski

Wśród wielu podmiotów edukacji wymienia się nauczyciela. W zawodzie uprawianym przez niego warto zwrócić szczególną uwagę na wymiar etyczny. Podyktowane jest to przede wszystkim specyficznym charakterem aktywności edukacyjnej przedstawicieli tej kategorii społeczno-zawodowej, w którą wpisane są między innymi relacje interpersonalne z uczniami-wychowankami. Manifestują się one w różnorodnych sytuacjach edukacyjnych, niejednokrotnie złożonych i skomplikowanych, wymagających od nauczyciela reprezentowania wysokiego poziomu etycznego, zgodnego z ustaleniami poczynionymi na gruncie etyki zawodowej. Ta z kolei, biorąc pod uwagę jej kształt, może być różnie postrzegana. Celem podejmowanych w niniejszym artykule rozważań jest próba ukazania etyki zawodu nauczyciela z punktu widzenia etyki troski. Ujmowanie etyki zawodu nauczyciela jako etyki troski rzadko eksponowane jest na gruncie literatury przedmiotu. Najczęściej etykę nauczycielską kojarzy się z zespołem określonych obwarowań etycznych bądź cnót moralnych, umniejszając nieco rangi kategorii troski w tej etyce. Stąd też główny problem badawczy oscyluje wokół pytań: Czym charakteryzuje się wymiar etyczny pracy zawodowej nauczyciela oraz co oznacza troska i etyka troski w zawodzie nauczyciela. Jako metodę badawczą przyjęto analizę literatury przedmiotu zarówno zwartą, jak również artykułów zamieszczonych w czasopismach naukowych, dotyczącą podejmowanej problematyki badawczej. W przedstawionym tekście kolejno zaprezentowano: wymiar etyczny pracy zawodowej nauczyciela z perspektywy normatywnej, w szczególności z punktu widzenia etyki powinności i etyki cnoty, a następnie kategorię troski oraz etykę troski wraz z odniesieniem jej do aktywności zawodowej nauczyciela. Przeprowadzona analiza literatury przedmiotu skłania do przekonania, że we współczesnych eksploracjach naukowych wpisujących się w myśl etyczno-pedeutologiczną należy położyć większy nacisk na etykę troski w zawodzie nauczyciela, a także ewentualną możliwość kontaminacji etyki troski i etyki sprawiedliwości. Wszystko to służyć może optymalnemu uprawianiu zawodu nauczyciela pod względem etycznym. Słowa kluczowe: etyka zawodu nauczyciela, troska, etyka troski, relacje, opiekun spolegliwy

"Ethics of Peacebuilding" published on by Oxford University Press.

Ethics has abandoned its niche status to become a shared concern across archaeology. The appraisal of the sociopolitical context of archaeological practice since the 1980s has forced the discipline to take issue with the expanding array of ethical questions raised by work with living people. Thus, the original foci on the archaeological record, conservation, and scientific standards, which are behind most deontological codes, have been largely transcended and even challenged. In this line, this review emphasizes philosophical and political aspects over practical ones and examines some pressing ethical concerns that are related to archaeology's greater involvement with contemporary communities, political controversies, and social demands; discussion includes ethical responses to the indigenous critique, the benefits and risks of applied archaeology, the responsibilities of archaeologists in conflict and postconflict situations, vernacular digging and collecting practices, development-led archaeology, heritage, and the ethics of things.

Ethics after the information revolution -- What is information ethics? -- The method of abstraction -- Information ethics as e-nvironmental ethics -- Information ethics and the foundationalist debate -- The intrinsic value of the infosphere -- The morality of artificial agents -- The constructionist values of homo poieticus -- Poiesis in the infosphere -- Artificial evil -- The tragedy of the good will -- The informational nature of selves -- The ontological interpretation of informational privacy -- Distributed morality -- Information business ethics -- Global information ethics -- In defence of information ethics.

Engaging Lynne Huffer's attempts to produce a queer feminist ethics based on Foucault's notion of desubjectivation, this essay attends to the gap that such an ethics seeks to bridge: the gap between the unlivability that desubjectivation entails and the ethical investigation of how we are to live. It argues that Huffer's work is driven by the tension between these positions and it identifies the drive itself as the reason that tension remains irresolvable.

Michel Foucault's last published monograph The Care of the Self, may be considered from the vantage point of how the question of ethics and aesthetics have been separated, or more precisely, how a self becomes a manifold and divided response to its milieu. Its genealogy opens a space of thinking the question of care and selfhood in practices that are historiographical though pre-eminently concerned with a "history of the present." In broader terms, and in the context of lectures Foucault was then giving at the College de France, we understand the question of self, ethics and aesthetics in terms of governmentality, itself understood as the application of techniques of discipline and apparatuses of security in the management of territories, populations, individuated subjects and things. The discipline of design history and theory has yet to engage fully with a Foucauldian understanding of the emergence of modernity as a crisis of governmentality. This paper aims to address a possible Foucauldian legacy for design history and theory in its understanding of design history other than as a history of things and their originators, in its understanding of ethics other than as constituted on individual sovereign right and of aesthetics on the basis of something other than inalienable freedom.

chapter Taking care of others -- part PART I The domain of receiving -- chapter 1 The pathetic, or the duty of events -- chapter 2 Accepting people: identity and the commitment to hospitality -- chapter 3 The moral spectacle: the importance of absentees -- chapter 4 The fortune of the good life and the scandalous resemblance between happiness and fortune -- chapter 5 Homo brevis: the ethics of duration, fatigue and of the end -- chapter 6 The meaning of everyday life: particularities of guests, or uselessly waiting for the universal -- part PART II Dimensions of piety -- chapter 7 Xenology: prolegomena in understanding the other -- chapter 8 Liberality: the virtue of pluralism -- chapter 9 The time of others: human plurality as temporal diversity -- chapter 10 The ethics and aesthetics of the natural -- chapter 11 Poetics of compassion: the comprehension of the incomprehensible.