David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 44 (3):276-288 (2012)
This paper provides examples of how a teacher and a principal construct their ‘ethical selves’. In doing so we demonstrate how Foucault's four-part ethical framework can be a scaffold with which to actively connect emotions to a personal ethical position. We argue that ethical work is and should be an ongoing and dynamic life long process rather than a more rigid adherence to a ‘code of ethics’ that may not meaningfully engage its adherents. We use Foucault's four-part framework of ethical practice as a framework through which an ‘ethical self’ can be purposely constructed. This is important work, as those who have authority over others must know how to monitor themselves against the misuse of the power of their positions
|Keywords||emotions education ethics Foucault|
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References found in this work BETA
Matthew Clarke (2009). The Ethico-Politics of Teacher Identity. Educational Philosophy and Theory 41 (2):185-200.
Michel Foucault (2005). The Hermeneutics of the Subject: Lectures at the Collège De France, 1981-1982. Palgrave-Macmillan.
Justen Infinito (2003). Ethical Self-Formation: A Look at the Later Foucault. Educational Theory 53 (2):155-171.
Justen Infinito (2003). Jane Elliot Meets Foucault: The Formation of Ethical Identities in the Classroom. Journal of Moral Education 32 (1):67-76.
Clare O'Farrell (2005). Michel Foucault. Sage Publications.
Citations of this work BETA
George Lazaroiu (2013). Besley on Foucault's Discourse of Education. Educational Philosophy and Theory 45 (8):821-832.
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