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Andrew Davis (2013). How Far Can We Aspire to Consistency When Assessing Learning?

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    Facing Paradox Everyday: A Heideggerian Approach to the Ethics of Teaching.Vasco D’Agnese - 2016 - Ethics and Education 11 (2):159-174.
    In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already made an choice of disengagement from the profession. Stated otherwise, (...)
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