Epistrophe (EPREPE)

 

Journal of Professional Ethics in Philosophy and Education

Studies and Practices

ISSN: 2408-0349

English
français
Focus and Scope
 
Epistrophe. International Journal of Professional Ethics in Philosophy and Education. Studies and Practices [EPREPE] is an annual, international, on-line and double blind peer-reviewed journal devoted to the critical and hermeneutical analysis of issues related to the field of Professional Ethics in Education and vocational training viewed through Philosophy in general and Philosophy of Education in particular. Theories, Practices, Researches exploring this combined approach or coming across related topics fall under the scope of this journal. The journal’s basic purpose is to arouse and sustain philosophical reflections concerning ethical questions emerging within the educational practices.
The following objectives are to be highlighted:
  • the systematic linkage of philosophical research with the ethical aporias in education
  • the introduction of a profound reflection on professional ethics in education and vocational training
  • the reconceptualization of the notion of application by  laying  emphasis on the element of moral transformation and innovation beyond any usual apprehension of the application as repetition
  • the recognition and development of research methods appropriate to this subject
  • the introduction of the institutional issue as a crucial parameter for the perception of the professional dimension and of its ethical and moral aspects
  • the connection of research in professional ethics with the education of oneself
  • the study, in this context, of the case of experts patients who, being able to construct knowledge on their afflictions, become full actors of the ethical dimension of their experience 
  • the research on the crossing of practices of the self with a view to reveal the conditions of  self-transformation
  • the enrichment of the possible meanings of practice
  • the elaboration of the theoretical contributions of philosophy of education through the conflicts emerging on the level of professional ethics
  • the disclosure of the fundamental role of an increasingly coherent understanding of the above questions for a full, conscious, emancipated educational life
  • the elucidation and development of the heterogeneous, complex and conflicting aspects of professional ethics  considered as a sensible way of the educational life, in order to open for individuals and collectivities, a clear view on their lives in  education and in professionalization through educational practices as well

Double blind peer review process 

Every article should be submitted through the submission form to the editors, whom they will be responsible to consider whether texts comply with the criteria set by the Journal and the scientific committee. Then, the Editor forwards a copy of the text for blind peer-reviewing to two suitable reviewers, according to their scientific interests and specialization. Reviewers will have two months to send their comments and evaluation form. In the case that there is difference of opinion between the reviewers the final decision for the publication of a text is made by the editorial board, taking under serious consideration the reviewing comments.

Call for Papers

The International Journal of Professional Ethics in Philosophy and Education. Studies and Practices / Epistrophe, invites academicians, researchers and professionals to submit manuscripts for the forthcoming issues.
Submission Deadlines: Open
Manuscripts should be submitted here
 
For the Guidelines for Authors, please click here
Acceptance Notification: within 2 months after Submission
Frequency: 1 Issue per Year
Accepted Languages: French or English
For additional information, contact the Editors, at:  lab-prapl-ph@aegean.gr
Editors
Professor Elena Theodoropoulou
Directress of the “Laboratory of Research on Practical Philosophy” (L.R.P.Ph.)
University of the Aegean

Professor Emeritus Didier Moreau
University Paris VIII
Vincennes-Saint Denis
Editorial Board
Isabel Baptista, Catholic University of Porto, Portugal
Luc Bégin, Laval University, Quebec, Canada
Adalberto Dias de Carvalho, GFE/Institute of Philosophy, University of Porto CIIIC/ISCET, Portugal
Yuan-Horng Chu (朱元鴻), National Chiao Tung University, Taiwan
Laurence Cornu, University François-Rabelais of Tours, France
Jean-François Dupeyron, University of Bordeaux (INSPE – SPH), France
Μichel Fabre, University of Nantes, France
Emmanuelle Jouët, Laboratory of Research EPS, White House, France
France Jutras, University of Sherbrooke, Canada
Mohamed Miliani d’Oran, University of Oran, Algerie
Christophe Miqueu, University of Bordeaux (INSPE – SPH), France
Didier Moreau, University University Paris VIII, Vincennes-Saint Denis
Dominique Ottavi, University of Paris Nanterre, France
Marianna Papastefanou, University of Cuprys, Cyprus
Andrea Potestio, University of Bergamo, Italy
Eirick Prairat, University of Lorraine, France
Paul Standish, Institute of Education, University of London, U.K
Elena Theodoropoulou, University of the Aegean, Greece
Jacques Quintin, University of Sherbrooke, Canada
Michalinos Zembylas, Open University of Cyprus, Cyprus
Contact
Principal Contact
Professor Elena Theodoropoulou, Ph.D.
Directress of the “Laboratory of Research on Practical  Philosophy” (L.R.P.Ph.)
University of the Aegean
1, Democratias Av., Rhodes, 85100, Greece
Building 7th March / GF – 22
Tel. Number: (+30)22410 – 99101 & 99150
Fax Number: (+30)22410 – 99109
E – mail : theod@aegean.gr
Skype: ethema229

Support Contact
Professor Emeritus Didier Moreau
University Paris VIII
Vincennes-Saint Denis
2 chemin de la Liberté 93526 SAINT-DENIS cedex, France   
E-mail: moreaudi@wanadoo.fr
GDPR
 
 
PERSONAL DATA PROTECTION POLICY
The EU General Data Protection Regulation (GDPR – EU 2016/679) came into full force on 25 May 2018. In this context, we would like to inform you that we have made adjustments to the terms governing the article submission process in Epistrophe. Journal of Professional Ethics in Philosophy and Education. Studies and Practices [Εprepe]. The main changes concern the Protection of Personal Data in order to meet the requirements of the EU Data Protection Regulation.
  1. Collection and processing of personal data
When submitting articles in Epistrophe. Journal of Professional Ethics in Philosophy and Education. Studies and Practices [Εprepe], personal data of the authors are collected, maintained and processed.
 
The exact personal data collected and processed are limited to what is required for the article review process and the contact with the author. These data, which are not communicated or disclosed to third parties can be viewed in detail at LinkedIn here.
  1. The purpose of processing personal data
The collection and processing of personal data is conducted exclusively for the following purposes:
2.1 Submission and evaluation of articles
Submission and evaluation of articles according to the published policy of the magazine (Peer Review Process).
2.2. Processing necessary in order to safeguard the legitimate interest of those who submit an article to judgement
 The data submitted by the authors through the article submission request will be retained and processed, to the extent necessary so as to establish, exercise or support their legal claims.
  1. Time period for keeping personal data
Applications from authors whose articles have not been admitted are deleted and destroyed after one (1) academic year.
Applications from authors whose articles have been admitted are kept indefinitely.
  1. Rights of candidates with respect to personal data
The University of the Aegean guarantees the rights of authors, regarding processing of their personal data and makes it easier for them to exercise their rights.
Candidates have the right to request:
  1. access to their personal data and information relevant to the data we process, the purposes of the processing, the recipients and the duration of the processing,
  2. correction of their personal data, if something is inaccurate or incomplete,
  3. deletion of their personal data, subject to legal requirements,
  4. limitation of processing of their personal data,
  5. portability of their data, ie capacity to obtain the data they have provided in a structured, commonly used format or to request their direct sending to a third party,
  6. tο revoke at any time their consent to the processing of their personal data, including the automated processing to shape their profile. In this case, our processing will be interrupted by us, without affecting legitimacy, until their consent is withdrawn.
Please note that in cases where authors believe that their privacy rights are being violated, they have the right to contact the Data Processing Officer of the University of the Aegean (dpo@aegean.gr).
It is recalled that the competent authority for the Country is the Personal Data Protection Authority (www.dpa.gr, phone number [+30] 210.6475.600).
Author Guidelines
  • Theoretical and research parts of the texts submitted should take into account the scope and objectives of the journal and give special attention to the development of new understandings of the related areas.
  • Texts must be written in French or English
  • Articles should follow the journal’s recommendations regarding formatting and bibliographic references (see below: General Guidelines & References Recording System).
  • Articles must not exceed 30 pages (including titles, abstracts, keywords & footnotes).
 
Thank you for your interest in the Epistrophe. Journal of Professional Ethics in Philosophy and Education. Studies and Practices [EPREPE] 
General Guidelines
Margins
Regular
Font style
Constantia
Font size
11
Line spacing
1,5
(body text)
1
(text titles, subtitles, author’s name, institutional title, bibliography, gap between paragraphs, CV)
Alignment
Justify aligned
Title format
14pt bold, line spacing 1 & central aligned
(lowercase)
Paragraph
Without indentation of paragraphs
Single spacing between the paragraphs
Author’s name and University
Beneath the title in double space and on the right part of the page
Αuthor’s name: 12pt bold
The short name comes first  and the surname follows
Ιnstitutional affiliation: 10pt , italics
*Grades, e-mail, websites are included in bios
Abstract
100-150 words
Ιn 2 languages: English, French
Font size 10pt
Line spacing: 2 lines below author’s affiliation
No first line indent, no space after the title first word
2 spaces between each of the 2 abstracts
Keywords
One space after abstract
Keywords: 10pt bold
List of keywords: 10pt italics
Number of words: 3-8
Headings – subheadings
11pt bold, without numbering (2 spaces before and 1 after)
Subheadings of the 1st  heading
11pt italics & bold
CV
Αpproximately 300 words 
(9pt Constantia, line spacing 1)
Author’s name
(11pt bold)
Below the name: e-mail & address
(Constantia, 9pt)

 

Diagrams/tables/images
Diagrams/tables/images should be easily readable, clear, and neat; color images are preferred. Except for notation files created with Finale* software, all images should be submitted in the original program in which they were created (JPG, TIFF, or EPS; Microsoft Application Files are acceptable for line art). Any scanned images should be set at 1200 dpi for line art and 300 dpi for colour or greyscale
Diagrams, images, photographs, and tables, must be followed by a legend in Constantia 10pt
Any explanation or additional information associated with the caption can be added in a footnote.
Finale files should be saved and submitted as images (JPG, TIFF files)
Bibliography
2 spaces after the end of the text
The word “Bibliography” in the center with 11pt & bold
The titles come with dash and 9pt
1 line spacing
Punctuation marks & spaces
No space between word and punctuation marks
In-text citations
Citation bigger than 3 lines, must be inserted with quotation marks, font size 10  & recess 1,2 cm left and right + one space up & down
Insert the  symbol […], when some words of an excerpt  which is between quotation marks are omitted
The punctuation mark at the end of an excerpt comes before the last quotation mark, unless if it is about a dot which must be placed  out of them
e.g.    ?» / ».
If there is a footnote exponent related to the excerpt itself, it is placed before the last quotation mark. If there is a footnote exponent related to the surrounding text, it comes after the last quotation mark. (e.g.  3 »4.)
Footnote/endnote
10pt, line spacing 1, justified aligned
Use a capital letter to begin the footnote text
Space from one footnote to the other in a line spacing 1
A space between the exhibitor of the footnote and the first word of the footnote text
 
Text Template
* In our publications it is possible for the authors to choose the inclusive writing, for example: he|she etc.
References Recording System
 General Remarks:
  • References in the form of a footnote at the end of the page with the corresponding numbering quoting the full details of the book or the article. In case of a subtitle it is advisable to be included.
nb: Punctuation marks always follow the numbering.
e.g.  Dgsdgty1.
 
Books:
  1. Monography
Surname, first name (initial letter), title (in italics), issuing place, publications, publication year.
e.g. Buber, M., I and Thou, trans. by Smith, R., G., New York: Charles Scribner’s Sons, 1958.
 
  1. Collective volume
Surname, first name (initial letter), (ed.) – (publ.), title (in italics), issuing place, publication, publication year.
e.g. Levi, N., Rothberg, M. (ed.), The Holocaust. Theoretical readings, New Jersey: Rutgers University Press, 2003.
 
  1. Article/ Chapter in collective volume
Surname, first name (initial letter), title of the article (in quotation marks), in: name (ed.), title (in italics), issuing place, publisher, publication year, p. or pp.
e.g. Bauman, Z., «The Uniqueness and Normality of the Holocaust», in: Levi, N. (ed.), The Holocaust. Theoretical readings, New Jersey: Rutgers University Press, pp. 82-88.
nb: In the footnote appears  the specific page/s of the chapter to which the reference is made, while in the bibliography, at the end of the article, all the pages of the particular chapter must appear.
 
Journals:
Surname, first name (initial letter), title of the article (in quotation marks), journal’s title (in italics), volume, tome (if available), year, p. or pp.
e.g. Braun, G., «Fréderic-Charles Moser et les langues de la diplomatie européenne (1648-1750)», Revue d’histoire diplomatique, 113, 1999, pp. 261-278.
nb: In the footnote appear/s the specific page/s of the chapter to which the reference is made, while in the bibliography, at the end of the article, all the pages of the particular chapter must appear.
 
Doctoral Theses
Surname, first name (initial letter), title (in italics), doctoral thesis, supervisor, place, institution, support date, number of volumes (if available).
e.g. Wittgenstein, L., Tractatus logico philosophicus, doctoral thesis, supervisor Russell, B., Cambridge: University of Cambridge, 1929.
 
Unpublished conference papers:
Surname, first name (initial letter), paper (in quotes), in: Conference conference title (in italics), place, date.
e.g. Chartrain, C., Kunert, S., «Engagement militant, féminisme et convergence des luttes chez les Panthères roses», in: International Genre Conference, codes et quotidien, Rouen: Université Mont-Saint-Aignan, 16-17 June 2005.
 
Entries in a dictionary or encyclopedia:
Surname, first name (initial letter), abbreviation s. v. in italics (sub verbo), title of the entry (in quotes), in: surname, first name (initial letter), dictionary title or encyclopedia (In italics), place of publication, publications, date of publication, p.
e.g. Beaune, C., s. v. «Couronne», in: Gauvard, C., Libera de A., Zink, M., Dictionnaire du Moyen Âge, Paris: Puf, 2004, p. 357.
 
Digital archive:
The uniform resource locator [url] is mentioned as well as the date of the last visit. If the url is extensive, we have the right to mention the name of the website, in case we have the possibility to locate the publication through an internal search engine of a website.
e.g. Αbcdex, Κ., Αfhjhiuil, www.wnvwjv.com, last visit: 12/01/2017.
 
 
Filmography:
Surname, first name (initial letter) of director, film title (in italics), Studio, year
e.g. Smith, J. (dir.), La Pericula, Columbia, 2009
 
Bibliography:
Ιt must be cited entirely at the end of the text & in alphabetical order.
e.g. Buber, M., I and Thou, trans. by Smith, R., G., New York: Charles Scribner’s Sons, 1958.
nb: There is the possibility to include both: Bibliographic References & Complementary Bibliography.
 
Specific remarks:
  • In case that we quote unaltered excerpt from a book or article, is inserted in quotation marks (for the recesses of the excerpt and for other guidelines s. «General Guidelines L.R.P.Ph.») and we add to the footnote, the details of the source & the number of the page where the quotation is located, according to the instructions.
  • We note: p. (for only one page) & pp. (for more) with a hyphen in between if the pages are consecutive or with comma if not.
  • In case of a reference following right after the first citation of a book or article, we note ‘Ibid.’ (in italics) and we insert the number of the page.
e.g. Ibid., p. 85.
  • Repeated references: If the same reference is repeated many times in a text, then the first time we write it in full and the next times as follows:
e.g. Arendt, H., 2009, op.cit.
nb: If the page/s of the new reference is/are exactly the same as the one preceded, there is no need to be written again. Otherwise, we add the new page.
  • When the author uses extensively references from some texts, after the first appearance of the reference, afterwards the reference is included inside the text in parenthesis with the title in abbreviation & italics.
Namely:
The first appearance of the reference in footnote appears like this:
Arendt, H., The human condition, London: The University of Chicago Press, 1958 (from now on in parenthesis inside the text: H.C.)
The second & the following references appear in the text in parenthesis, like this:
(H.C., 18-26)
  • If the author wants to mention the first edition of a book, this must be indicated at the end of the footnote and in the bibliographical references -at the end of the article- as well, like this:
e.g.  Dumont, L., Essais sur l’individualisme. Une perspective anthropologique sur l’idéologie moderne, Paris: Seuil, col. Points, 2003 (1st edition 1983).
  • Up to three authors:
The names of authors are separated by commas and the order of names is maintained exactly as they appear in the original citation
e.g. Rouget, B., Sagot-Duvauroux, D., Pflieger, S., Le marché de l’art contemporain, prix et stratégies, Paris: La Documentation française, 1991.
  • For more than three authors, the first author is written and then follows the Latin abbreviation ‘et al.’
e.g. Abecassis, F., et al., La France et l’Algérie: leçons d’histoire. De l’école en situation coloniale à l’enseignement du fait colonial, Lyon: INRP, 2008.
  • If we have a double reference, it will be indicated as «cited in:», and each reference will follow the instructions of the category it belongs (journal, book etc.).
e.g. journal: Sommers, C., H., «Teaching the Virtues», Imprimis, 20, 1991, cited in: Gould, J., B., «Better Hearts: Teaching Applied Virtue Ethics», Teaching Philosophy, 25, 2002.
nb: In the footnote appears  the specific page/s of the chapter to which the reference is made, while in the bibliography, at the end of the article, all the pages of the particular chapter must appear.
  • Many consecutive references are separated by slash and not a comma, according to the following example:
e.g. Davis, M., op.cit. / Lickona, T., Schaps, E., Lewis, C., op.cit. / Ryan, K., Bohlin, K., E., Thayer, J., D., op.cit. / Ryan, K., Bohling, K., op.cit.
& not: Davis, M., op.cit., Lickona, T., Schaps, E., Lewis, C., op.cit., Ryan, K., Bohlin, K., E., Thayer, J., D., op.cit., Ryan, K., Bohling, K., op.cit.
Submission Preparation Checklist
As part of the submission process, authors are required to check off their submission’s compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
  1. Submission implies that the content has not been published or submitted for publication elsewhere except as a brief abstract in the proceedings of a scientific meeting or symposium.
  2. Submission file must be in Microsoft Word (doc & docx).
  3. The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in the entity Submissions.
  4. The Journal will consider for publication translated papers but the author should clearly state this in Comments to the Editor.
  5. Material created by children (for example, artwork or texts) is considered copyrightable and will require permission from the parent or guardian to reproduce.

    EPISTROPHE Journal Submission Form


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    ISSUE 1

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    Introductory Note

    Elena Theodoropoulou & Didier Moreau

    In order to implement their sociopolitical goals, contemporary educational institutions in Europe do nοt resort at all to what they had been practicing for the last fifty years any more, namely, the «geist governing». It seems that the new mode of educator subjectification has definitively deviated from the paternalistic guidance of Higher Schools that provide a Continuing Professional Development, via university structures. Ethical thought in education, if it constitutes a philosophical question, has a direct political risk which ought to produce results according to two temporalities. The first one, the long-term, is that of the education's horizon and of its programmed abandonment to the teaching and training's markets. But the second one is calling us urgently: it is that of the actual situation in which practicing teachers are disorientated and made weak in their struggle; In this context, the authors of the present issue are approaching the field of professional ethics through different conceptual grilles that reveal the very possibility of multiple ways to access the question, but also its conflicting and complex nature.

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    Elena Théodoropoulou

    The relay of professional ethics in education – slippery slope or point of support? For the resistance of a warry – the philosophical contribution.

    The article argues for a professional ethics that is being perceived as a par excellence field of research and of self-reflection, of concern and not of promise. This concern persistently appeals to the movement of thought, which in turn recalls the philosophical work, while introducing a praxial tension reinforcing the understanding of the professional not as a reassuring space of premature moralization and counterbalancing, but of a fertile and fragile space that recognizes and deals with the risk in the dilemmatic element. Thus, professional ethics is placed thereon in an unyielding opening or an inability of closure, which does not overwhelm it but addresses it.

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    Jacques Quintin

    The work of common sense: phronesis and education

    In everyday life, we trust constantly common sense. Nevertheless, questioning common sense is an integral part of the western culture and of the world of education. Facing the complexity of the postmodern world, the common sense is not sufficient anymore. The hypothesis of this reflexive text consists in demonstrating the need to restore the value of the common sense, but not at any cost. Common sense does not emerge in a spontaneous way. It is necessary to work on it. It builds itself into intersubjectivity, dialogue and philosophy. Education plays an essential role in this constitution of the common sense, which requires continuing education for the teachers. This is not without consequences on the development of professionalism.

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    Adalberto Dias de Carvalho

    Between individual singularities and norms universality: a question for ethics

    The article poses the problematic of ethics by attempting the construction and practical application of a look that examines divergences and possible approaches within the universality of principles, according to Kant, the defense of the singular and the relationship with the other in Levinas. For this purpose, apart from the references to these very philosophers, the thoughts of Catherine Chalier and Jacques Daignault are equally relevant.

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    Jean-François Dupeyron

    Ethics and professional identity

    This text challenges some aspects of the place of ethics within the construction of professional identity by the educators and the teachers. Nowadays, this ethical implication is done in the context of the «neo-liberal governmentality» as Michel Foucault defined it; namely as a form of government of the individuals and populations transferring the whole load of the responsibility onto the ethical agent himself. Thus, embarrassments and contradictions of the concept of «professional identity» are examined, before the text points to some characteristics of the professional identity which is seen here as a collective question, a question of practice and a question of «political ecology».

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    Alfred Romuald Gambou

    About the role of the imaginary and of hermeneutics in the emergence of a new ethics of teaching

    Starting from an analytical and actively constructive approach and leaning on a complex thought-system, this research paper seeks to show how an ethical intelligence takes form starting from the imagination as poetics and hermeneutics to mature into new teacher-training ethics. For in the context of the collapse of cultural boundaries and hierarchies, as well as where ordinary, symbolic potential conflicts become the source of misunderstandings at school, and where knowledge loses its sense because it is too often hedged in and decontextualised, the very essence of teaching is in question. As a result, and with the purpose of reinforcing or giving new life to professional teacher-training ethics, this research paper opens up the way for topological teaching ethics which, nurtured on the one hand by the imagination for poetic value, and on the other by hermeneutics as the science of understanding, becomes an investigation of what can bring about understanding, value and reason to what actually concerns action, of both the students' and the teacher's himself.

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    Louis Desmeules & France Jutras

    Values of teachers of human sciences in Quebec colleges: links between values & educative examples

    It is important to consider that the educational act mobilizes explicit and implicit values in the teacher, independently of the school level where the intervention occurs. Individual interviews were conducted with 13 humanities college teachers (anthropology, economics, geography, political science, psychology, sociology) of the pre-university sector from 11 francophone institutions in Quebec. The results show their conception of their intellectual role, their values and the connections between their values and the educational paradigms. Although there are a variety of values stated and linked to educational paradigms, their values and educational paradigms are quite in phase with the dominant aims of education related to excellence and performance within a competitive society. Nevertheless, humanistic and social critique aspects are part of their sensitivity and discourse about educating their students.

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    Mohamed Miliani

    Power relations in Algerian universities: Between «folk pedagogy» and professional ethics

    The present paper tackles the problem of power relations in classroom situations namely those in the faculty of foreign languages. Classroom micropolitics is the fusion between popular pedagogy (folk pedagogy) understood as the personal definition of what teachers’ roles are on the pedagogical and axiological planes, and professional ethics seen as the set of values we believe to be those of teachers. This supposed harmony in the context of study is perturbed by the religious dimension which makes teachers’ decision-taking all the more difficult because of the ever-present religious dogma. These interferences seem to delay the appearance of a real professional ethics capable of managing, in a more equilibrated way, teacher-student power relations.

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    Pablo Flores del Rosario

    Thoughts on professional ethics applied in education from a Mexican point of view

    The desire to understand the ethical project, expressed through educational practices, necessarily involves discussing the concept of professional ethics not as a set of norms to apply to specific cases in order to transmit culture to the new generations and change easily the educators customs. Because ethics as a discipline exerts a certain violence of homogenization on educational reality, moreover if, the educational process entails the creation of a complex reality. On the contrary, professional ethics, in the reflective and communitarian project that we will propose here, cannot but contain a wealth of philosophical knowledge that allows persons to think what they are and what they want to be, via educational practice and thus to create, recreate or strengthen the ethical code of this practice. For this reason, philosophy and ethics are essential.

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    Didier Moreau

    Building ethics in Music: constructing on the sand

    The article proposes an inquiry about music as an art of forming a human community. Classical philosophy has always been reluctant to answer this founding power of music. When we understand the reasons for this, we can see how the perspective of leaving the Absolute allows us to think of music outside of the ontotheology. The Rhythmos Community is a liberation from the logocentric community. Nietzsche's analyses are the moment of erasing a metaphysics of presence from which Wagner is the ultimate fighter. Finally, Schoenberg's work, in its theoretical dimension and in its musical compositions, can be approached via the ethical significance of music, which is to write on sand. Schönberg makes clear to us the failure of Heidegger to think of the Community in times of distress («in dürftiger Zeit») (K. Löwith).

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    Contributors

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    ISSUE 2

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    Introductory Note

    Elena Theodoropoulou & Didier Moreau

    In order to implement their sociopolitical goals, contemporary educational institutions in Europe do nοt resort at all to what they had been practicing for the last fifty years any more, namely, the «geist governing»[1]. It seems that the new mode of educator subjectification has definitively deviated from the paternalistic guidance of Higher Schools that provide a Continuing Professional Development, via university structures. The French paradigm is characteristic: the period of university institutions responsible for the continuing professional development of teachers in France (IUFM), has been a critical one, with a high degree of pedagogical and philosophical inventiveness, which, rapidly, however, came under the control of a neoliberal perspective of continuing professional development through the exposure of new educators to imperilments[2] that bring them face to face with risky situations without however having had prior mutual preparation within a professional community. As a result .....

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    Christiane Gohier

    For an ethic of the bond: the main sources of a multireferential framework

    In its simplest meaning, ethics is about caring for others while respecting oneself. Several authors have fed my reflection on an ethics of relationship. Among these, Buber who proposes a dialogal relationship between theI and Thou. However, it is Ricoeur who has best thematized the relationship of reciprocity with each other. Self-attestation, solicitude for the others and mutual recognition form what I have called the trilogy of the ethical circle that explains the emergence of the ethical subject. Habermas’ discourse ethics is another element of this frame of reference, adding to its procedural dimension Honneth’s intersubjective relationships of recognition. Finally, moral imagination and empathy, as thematized by Nussbaum, complete this summary of a reflexive course.

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    Louise Ferté

    A dissensual perspective for education facing moral universal

    The moral and civic education in French schools is based on a twofold assumption: on the one hand, that the institution and its teachers know what a good citizen is, what he or she must learn and how to train him or her; and on the other hand, that it exists a universal moral thought, which would naturally lie at the bottom of each child, and that the school's mission would be to reveal it to the future citizens. In contrast to this moral universal, this article proposes to think about an education in politics in primary school that integrates a dissensual perspective, following Chantal Mouffe’ s analyses on agonistic democracy. This civic education in which the teacher would face dissonant subjects requires a rethinking of the way he or she is trained in politics, and the human sciences more generally.

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    Luc Bégin

    Moral imagination and moral blindness

    The phenomenon of moral blindness, increasingly studied by moral psychology and cognitive sciences, is of interest to ethics applied to organizations and institutions. This phenomenon presents itself as a limitation of the moral imagination capacities of actors in situations. What are the causes of this weakness of moral imagination? How can it be understood and distinguished from other similar phenomena? Should we attribute full responsibility for it to moral agents? And what means can be used to counter this blindness and restore moral imagination, the essential source of well-conducted moral deliberation? These questions are addressed from a perspective of conceptual clarification and identification of practical issues that affect organizations.

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    Eleni Kalokairinou

    Critical moral thinking or refinement of disposition? What is the aim of moral education?

    In the present paper I examine the possibility of moral education. It is pointed out that, even though religion is officially taught in primary and secondary education, this is not the case with ethics and moral education. I then explore the kind of moral education we should offer the youth in the likely event that ethics is officially introduced in primary and secondary education. We examine R.M. Hare’s claim that moral education involves teaching the young men the moral language and moral thinking and reasoning, and we find his suggestion lacking in certain important respects. On the contrary, we come up with the suggestion that Aristotle and Kant hold that moral education consists in both: making young students more competent to think and reason morally and at the same time cultivating their feelings and dispositions and refining their characters in such a way as to sympathize compassionately with the others’ misfortunes.

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    Jacques Quintin

    A hermeneutics of ignorance to understand the relationship between doctor and patient

    People living with a disease that disrupts the meaning of their life must think, deliberate and make decisions despite their condition. In this context of care, health professionals have a supporting role to play. We will show that accompaniment is characterized by a dialogical dynamic of a hermeneutical nature in which, for both the health professional and the patient, there are more questions than answers. In this sense, hermeneutics becomes a posture to welcome the ignorance that inhabits the human being in the face of the enigmatic nature of meaning.

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    María José Carrasco Zavala

    Professional ethics of teachers and circular self-realization

    In recent years, we can observe a growing interest in research on the ethical problem in the exercise of the teaching profession. One of the factors explaining this phenomenon is the influence exerted by the revival of moral philosophy. In this paper, we propose to reflect on the contributions that the cavelian moral perfectionism could make to the question of a professional ethics for teachers. Our analysis has two parts. First, we present certain propositions from Chris Higgins' work. This will allow us to understand the value and significance of ethics within educational practice in a better way. Second, we addressed the idea of «growth in circles» taken from Emerson's and Cavell's thought. In this regard, we shall see in what sense Cavell's approach of self-realization can provide new ways of developing a professional ethics for teachers based on the idea of moral perfectionism.

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    Isabel Baptista

    Ethical Knowledge and Teacher Training

    Relating the demands of the educational rationality to a triadic conception of ethics, simultaneously teleological, deontological and pragmatic, this article reflects on the importance of the teacher’s ethical knowledge, here valued as primary and substantive element of their «professional face».

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    Andrea Potestio

    The socio-pedagogical educator for the services at work. A reflection on the Italian context

    This essay try to analyze the specific competences and rules that constitutes the function of the socio-pedagogical educator acting in the field of employment services. Indeed, the educator in the employment services can become the professional figure able to highlight, in certain contexts, the links between the manual act and the reflexivity, the concrete and the abstraction, thus allowing the promotion, in an integral way, skills of workers, experts and novices.

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    Eirick Prairat

    The tact. Ethical virtue and educational know-how

    This contribution proposes a reflection on the tact. The philosophical tradition has given him little credit. The reasons are numerous. Tact does not seem to have a political facet like justice or tolerance, it is not spectacular and can’t compete with courage, nor does it have the grandeur and prestige of generosity. This contribution shows that tact is not only an ethical provision of prime importance for the professions of the relationship but is also a major teaching skill. This statement subverts the classic break from ethics and technique, ethics and didactics; a breakthrough that always comes back in educational debates to make ethics a supplement of soul.

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    Jean-François Dupeyron & Christophe Miqueu

    Professional teacher ethics, Republican Training and neoliberal authoritarianism

    In the 1980s, the emergence within the French National Education of the major goal of «education for citizenship» has been constantly disturbed by various ideological and structural elements. It is now in serious difficulty because of a neoliberal offensive which has greatly reduced the implementation of the Republican educational project. This paper underlines the historical and philosophical meaning of this project, in particular in what it implies for citizenship training, and for the construction in terms of individual and collective emancipation that it implies during the implementation of the primary republican school; then it shows how neoliberalism creates the concrete conditions for the deactivation of the conditions for this formation. Using the example of the ESPE, the authors show how neoliberalism is a relentless authoritarianism that is at the opposite of the model of republican citizenship.

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    Mohamed Miliani

    Τhe university professional ethics against the test of teachers' plagiarism

    University-specific values have become meaningless notions. «Doubtful» teaching practices are reported, affecting all stakeholders. One of these practices is teachers’ plagiarism we would like to address not to quantify the phenomenon, but to analyse it by using unstructured interviews with teachers to situate it in relation to the normative ethics that must guide them in their daily teaching and research. Teachers’ actions, the consequences of which are not always appreciated, should give an image of a virtuous educator whose attitudes and professional actions are in line with the moral discourse they advocate but do not always practise.

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    France Jutras & Jean Paul Ndoreraho

    Professionalization by a professional grouping of teachers: the example of the Quebecois Association of moral teaching

    The professionalization of teaching is considered a means of strengthening teachers professional responsibility and the quality of teaching and learning in the classes. However, the case of a teachers’ professional association that took charge of their professionalization has been less studied than the socio-political and organizational dimension, and pre-service and in-service training. The innovative approach to professionalization initiated by the primary and secondary teachers members of the Quebec Moral Teaching Association has been analysed through data collected in the archives of the association and interviews with founding members. Results illustrate how these teachers built the legitimation of their work as moral education teachers and the specifications of lay moral education as a subject matter in the schools at the time it was introduced for students who were exempted from moral and religious catholic or protestants education mandatory in the schools of Quebec until 2008.

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    ISSUE 3

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    Introductory Note

    Elena Theodoropoulou & Didier Moreau

    In order to implement their sociopolitical goals, contemporary educational institutions in Europe do nοt resort at all to what they had been practicing for the last fifty years any more, namely, the «geist governing»[1]. It seems that the new mode of educator subjectification has definitively deviated from the paternalistic guidance of Higher Schools that provide a Continuing Professional Development, via university structures. The French paradigm is characteristic: the period of university institutions responsible for the continuing professional development of teachers in France (IUFM), has been a critical one, with a high degree of pedagogical and philosophical inventiveness, which, rapidly, however, came under the control of a neoliberal perspective of continuing professional development through the exposure of new educators to imperilments[2] that bring them face to face with risky situations without however having had prior mutual preparation within a professional community. As a result....

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    Didier Moreau

    Ethics of resistance

    The article raises the question of ethics as a force for resistance to traditional or institutional morality, as manifested in the current struggles against discrimination and unequal harassment. It offers a genealogy of the ethics of rebellion through the criticisms of metaphysical ethics by Wittgenstein and Heidegger. He then studied through Canguilhem's early works the meaning given to the teaching of philosophy as a self-care formation and a call to secession.

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    Jean-Louis Genard

    From dysphoric relationships to politics to the ʺmoralizationʺ of social criticism

    There are many indications of a rising dysphoric relationship to politics. The consultation of blogs talking about politics as well as the reading of slogans of manifestations reveal the importance of the semantics of disgust. Some prominent politicians are not hesitating to adjust to it. At the same time, several new social movements are explicitly gathering around the semantics of indignation. At the parallel with this, there is an explosion of populisms. How do we grasp these new relationships to politics? First, the article attempts to clarify the status of these dysphoric affects by situating them on a continuum from reactions whose cognitive dimension manifests itself closest to corporeality (disgust) to more cognitively charged affects (indignation) to fully reflexive attitudes. The analyses will then specify the affinities between this rise in dysphoria and certain political theorizations that often accompany it, such as conspiracy or complotism, and will finally draw attention to the shifts that social criticism is undergoing at the same time by giving more and more space to the moral register.

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    Camille Roelens

    School and family educational ethics facing the challenge of mass individualization: Issues, tensions and perspectives

    This text studies and discusses the contemporary confrontation of school and family educational ethics in face of the challenge of mass individualization. A first part offers a brief overview of the main lines of force for families and schools to consider the singular challenges of education in a society of individuals. A second part examines the issues, conditions and consequences of a possible enrichment of professional teaching ethics, drawing on the source of the underlying ethics of liberal family education. Finally, we suggest that schools would benefit today from considering positively the contribution of inspirations from the democratic ethos of contemporary civil society.

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    Roger Monjo

    Neutrality or neutralization?

    Neutrality, or more precisely teachers’ impartiality, is at the center of the professional ethics promoted by the educational institution. It allows us to reflect on the teacher’s position on the model of the position of the referee in a sports competition or of the judge in the judiciary field. However, we may wonder if its function, as in the case of a referee or a judge, does not actually aim to neutralize the space it occupies by idealizing it. The dramatization and ritualisation of these spaces (school, sports, judiciary) may hide a project of neutralization that allows to build a pseudo-reality, ideal but fictitious, to isolate (sanctuarize) a part of the social world (a system, an institution, a ground, an object, etc.) by presenting it as autonomous and selfreferential.

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    Alfred Romuald Gambou

    The exemplarity of the master and the uncomfortable idea of neutrality at the school of the Republic

    This research shows, through the analysis of the history of education that education has always been thought in relation to models. The Greeks, from the 5th century BC, found and fixed a model of human character which was to serve as an example for the formation of man. The person of the sage or the master will become the figure. Far from this very convenient idea of neutrality, this research highlights the fact that the master's exemplarity results from particular modalities, be it his relationship to himself, to knowledge, to culture, that in the way he invests and awakens in his young minds the sense of the vast problems of life and the world.

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    Dominique Ottavi

    Professional ethics in context

    The practice of teaching requires the application of rigorous principles. Faced with the difficulties currently encountered in France, we cannot content ourselves with reviving old principles. The concern for individual learning, to which the ideal of inclusive education testifies, leads in fact to ignore the existence of the collective. The school institution then risks losing its meaning, as well as the work of the teacher. It also leads to the incarnation of contradictory ethical principles. The remedy for these problems cannot be reduced to technical improvement; the philosophy of education must first analyze them in depth.

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    Alexandros Theodoridis

    The ethos of the teacher as a critical thinker

    Modern western societies, which are going through a deep crisis of meaning and find it difficult to think of themselves as something positive, are increasingly declaring their devotion to a relativistic world where everything is allowed. In such a context, we can understand the central moral figure embodied by a teacher, as well as his choices, to the extent that he too is bound by this anthropological condition. However, since not all traces of reflective thinking and political honesty seem to have been lost yet, we believe that if he tried to exist, animating his critical nature in the context of his professional capacity, in spite of the times, he should ensure and reaffirm his duty to save two principal values: the value of the love of truth and sincerity, as well as the value of respecting human dignity.

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    Samuel Heinzen

    Ethical precautions in teaching the precautionary principle

    Teaching the precautionary principle questions professional ethics. This principle raises a twofold problem: that of epistemological forecasting and that of ethical prudence. By clarifying the epistemological categories, it is possible to distinguish three forms of scientific forecasting. Each of them is combined in a particular way with the dominant currents of usual ethical debates. By applying this analysis to an example of teaching, in this case a geography lesson, it is possible to better identify the difficulties encountered both in terms of the reliability of the subject taught and the complexity of the ethical problem.

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    Gabriele Di Patrizio

    About «the between self to the between-the other»: Emergence of the respect's locus in formation

    In the sector of care for dependent or disabled elderly people, where support and care are based on the Kantian moral obligation to respect their humanity. A plan to combat abuse and a many of training courses regularly remind this to professionals working in nursing homes. However, trainings provided in a face-to-face mode, whatever its object, show another understanding of the notion of respect. Within the framework of relational and philosophical anthropology, this article shows that respect is developed in a space «between» that enables oneself and the other to make full use of their responsibility in building capable relationships for common action and humanity.

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    ISSUE 4

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    Editors’ Preface

    Elena Theodoropoulou & Didier Moreau

    In order to implement their sociopolitical goals, contemporary educational institutions in Europe do nοt resort at all to what they had been practicing for the last fifty years any more, namely, the «geist governing». It seems that the new mode of educator subjectification has definitively deviated from the paternalistic guidance of Higher Schools that provide a Continuing Professional Development, via university structures. The French paradigm is characteristic: the period of university institutions responsible for the continuing professional development of teachers in France (IUFM), has been a critical one, with a high degree of pedagogical and philosophical inventiveness, which, rapidly, however, came under the control of a neoliberal perspective of continuing professional development through the exposure of new educators to imperilments that bring them face to face with risky situations without however having had prior mutual preparation within a professional community. As a result comes the massiv...

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    Jacques Quintin

    Special dossier / Introductory Note: Resist what and in the name of what?

    Freud dit que le métier d’enseignant et celui de soignant sont une mission impossible. Il n’est pas nécessaire de connaître ce que Freud avait dans l’esprit lorsqu’il propose une telle affirmation pour se rendre compte que celle-ci donne à penser. Dans ce cas, on peut se demander si l’éthique n’est pas une réponse à cette difficulté d’exercer ces métiers de l’humain. On pourrait même se demander si ce n’est pas l’éthique qui rend impossibles ces métiers. L’éthique aurait-elle alors deux visages: elle serait autant le remède que le poison. Une éthique de la norme, de l’obligation, de la permission et de l’interdit protège-t-elle l’être humain de l’humain ou, au contraire, favorise-t-elle le déploiement de l’être humain? Et qu’advient-il si on pense l’éthique comme un questionnement qui dépasse la simplification du réel, la normalisation des pratiques et les normalités en vue l’idéal? L’éthique serait prise dans un étau entre le réel et l’imaginaire, entre la peur et l’enthousiasme. Au lieu de proposer u...

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    Jacques Quintin

    Special dossier / Hermeneutical Ethics to thwart the ban of thinking

    In the context of illness and care, sick people must make free and informed decisions. Due to a disruption of the relationship with oneself, others and the world, this is not self-evident. These people often need to be accompanied in their existential reflection by health professionals. However, they do not receive the necessary training to address these questions of meaning. There is an important gap between the order of knowledge and the order of thought based on the overvaluation of scientific knowledge to the detriment of philosophical thought. We will use Adorno's and Gadamer's thought to justify the importance of philosophy in the training of health professionals which, paradoxically, induces the duty to offer a resistance against what kills the work of thought. We can see in the different applied ethics one of the last avatars against philosophy.

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    Serigne Touba Mbacké Gueye & Martin Robert

    Special dossier / The training of social workers, between intersubjectivity and objectification: Levinasian ethics as a response

    Knowledge of Levinasian ethics would make it possible to grasp the meaning and scope of intersubjectivity insofar as it allows the social worker to create links with the user while remaining professional –professionalism not being the expression of an action of the subject-knowing (the professional) on the object-suffering (the user). It also allows us to understand the creation of the interpersonal link as the very substance of the professional act. Indeed, the desire to achieve objectivity in psychosocial intervention would have led social workers to adopt a technicist model of practice based on methods, tools and grids that are efficient and precise and conform to set standards. The face of the user, in the Levinasian sense of the term, must be allowed to be as rigorous and full as possible without, however, calling into question the relevance and effectiveness of the intervention –this is what is known as the precedence of intersubjectivity over objectification.

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    Denis Jeffrey

    Special dossier / Insubordination: when the school authority threatens the professional autonomy of teachers

    Do teachers have more pedagogical autonomy than in the past? Did they become teaching professionals? It seems that their professional autonomy is not fully recognized. They are often treated as subordinates. At least, our research shows that they are often accused of offenses of insubordination. Here we present some of our research findings on insubordination court decisions against teachers.

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    Jean-François Dupeyron

    Special dossier / Ethos versus ethos, aspects of resistance to ethicity in professional formation

    Before being a matter of personal construction or solitary responsibility, the concepts of ethics and morality designate a way of behaving that constitutes a way of life deemed worthy of being practised and shared within a group. The anchoring of individual behaviour in collective modes of action, in social representations, in normative systems and in power mechanisms is therefore an essential element to be taken into account in the training of «ethical competence» within the professional competence frameworks. Helping actors to work on their professional ethics means supporting the resolution of a double tension: that which can oppose two ethical worlds and that which distances professional ethics from the conditions of its realisation. This text examines these two training pitfalls and illustrates its analyses with reference to the training of teachers and principal education advisers in France.

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    Mohamed Miliani

    Special dossier / The resistance of university professors to the LMD reform: An ethical and responsible process?

    The LMD reform in Algeria (2004), lived as an injunction, had triggered in those days various reactions, sometimes paradoxical. Both open and hidden opposition to reform constituted the bulk of the responses. Few analyses have identified the motivations of these oppositions, which ranged from indifference, refusal to collaborate, collective protest, or passive individual resistance. These resistances will be studied here with an analysis grid that questions (through interviews) the degree of ethicity and responsibility of teachers behind this resistance. If disobedience is sometimes an assumed professional act, it should nevertheless materialize an attitude marked by ethical and deontological principles that many teachers have not considered in their decision-making. Today, this resistance is still felt negatively, and the unethical concern in these decisions is not the least important cause of the failure of the reform.

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    André Pachod

    Special dossier / The ethics of the teacher, educator and pedagogue: an approach to the 2013 reference framework

    The 2013 french teacher’s reference framm develops a competency entitled: «Acting as a public official and in an ethical and responsible manner». Various features of the teacher's identity are presented: actor of the public education service, pedagogue and educator, actor of the educational community, professional bearer of knowledge and a common culture. Ethical and responsible action is developed in four fields of reference: students, education, prevention and safety, and the requirements to be met. The action of the teacher-educator-responsible is broken down into various ethical concerns: the ethics of the educational relationship, the ethics of educational responsibility, the ethics of a teaching and education professional. It would be appropriate to use the plural and not just the singular: «the ethics of the teacher» and not «the ethics of the teacher».

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    Renaud Hétier & Nathanaël Wallenhorst

    Other Contributions / The betrayal of the school? From the Anthropocene to the Recovered City

    The republican school, especially in France, which may have served as a model of a public and civic school, has revealed for decades its profound shortcomings in terms of democratization, equality of opportunity and even the construction of citizenship. The school is in fact easily put at the service of the aims of the State (for example for the patriotic cause) but also that of the economic, capitalist system, now relayed by the State, in particular in the neoliberal era. No educational «value» emerges unscathed. The aim of reason, in the form of a rational intelligence, is indeed cultivated, but, detached from the rest (the sensitive, the relational link, the moral feeling). In these conditions, a reform of education must be articulated with a politicization of the school, which means a prioritary investment of gestures, attitudes, democratic habits, to develop a sharpened critical sense, a commitment to dialogue and a capacity for reflection and reflexivity.

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    Jian Ding & Wuzhi Li

    Other Contributions / The ideas of professional moral education in Marx and Engels: the position of ethics in the Marxist thought

    Moral education is an essential component of human moral activity. It is a means of exerting, in a systematic and planned way, a moral influence on the members of a society or social unit in order to make them respect its norms and fulfil the moral obligations of the society to which they belong. In this regard, moral education is one of the important conditions for the members of a society or social unit to interiorize the moral requirements of their community. Professional morality, as a productive branch of morality, is undoubtedly the area most influenced and conditioned by the morality of society. Therefore, examining the professional moral education of a society is not only the key to understanding the moral education of that society as a whole, but also a means to understanding morality itself. This article takes Marx's writings on morality as a starting point and discusses the Marxist idea of professional moral education by analyzing the relationship between morality and professional morality. ...

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    Carlos Francisco de Sousa Reis & Maria Formosinho Sanches Simões

    Other Contributions / The Ideology of education postponed fantasies

    In this article, the authors make evident, after reading Garcia's theses –The eclipse of education in the end of times–, the alleged operativity and ideological mask of our illusions about education. Since the beginning of our century, we have witnessed an intense and controversial reflection on the future of the young generations, which must be paralleled by the addition of increased school performativity that can be matched with the technological innovations that weave our current situation. Favouring the action of new actors in the management of the school field, the illusion that creates the increased demand of a supposed visibility of the school “functionalism”, leaves without questioning the field of our axial representations on the conditions of the educability of the subjects and the teleological purposes that we address to the pedagogical activity, anchored in a socio-historical field penetrated by this individual and collective phantasmagoria. While trying to escape the abyss of the re-tellin...

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    ISSUE 5

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    Editors’ Preface

    Elena Theodoropoulou & Didier Moreau

    In order to implement their sociopolitical goals, contemporary educational institutions in Europe do nοt resort at all to what they had been practicing for the last fifty years any more, namely, the «geist governing». It seems that the new mode of educator subjectification has definitively deviated from the paternalistic guidance of Higher Schools that provide a Continuing Professional Development, via university structures. The French paradigm is characteristic: the period of university institutions responsible for the continuing professional development of teachers in France (IUFM), has been a critical one, with a high degree of pedagogical and philosophical inventiveness, which, rapidly, however, came under the control of a neoliberal perspective of continuing professional development through the exposure of new educators to imperilments that bring them face to face with risky situations without however having had prior mutual preparation within a professional community. As a result comes the massiv...

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    Michel Fabre

    The Munchausen complex

    The episode of the Adventures and Misadventures of Baron Münchhausen in which the baron extricates himself from the pond by lifting himself up by his hair, he and his horse, is evoked in the construction of several philosophical problems which concern the question of causa sui and that of a self-foundation of reason. We will also mention that of the status of the tall tales, when it goes beyond the framework of a literary form to contaminate the discourse of the public space in a so-called ‘post-truth’ society. The purpose of this article is to pinpoint some features of the moral portrait of contemporary man and to elucidate their ethical implications.

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    Didier Moreau

    For an educational ethics of tolerance: misunderstanding is the beginning of reciprocal agreement

    This article seeks the philosophical bases of tolerance to structure the educational act which, in practice, can be emancipatory or destructive. Schleiermacher's hermeneutics guides Gadamer's reading of Platonic ethics, far removed from the coercive or dogmatic visions that we receive too frequently. One cannot educate without understanding, and understanding is never substituting oneself for the other. An emancipatory education is thus based on the preserved opacity of others.

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    Nathanaëlle Dupuy

    Learned libertinism and the formation of Man. The ethics of self withdrawal in a paideutic and parresiastic perspective in François de La Mothe Le Vayer

    François De La Mothe Le Vayer was a learned libertine in the 17th century. The 17th century sees two opposing visions of humankind formation. While taking a Foucauldian approach, we will highlight the way La Mothe Le Vayer, through self-restraint, reintegrates stoic self-practices and to what extent this approach can be included in the philosophy of Education as the prime example of an emancipatory education.

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    Thibault Vian

    Beginning teachers: a professional ethic of hospitality and travel

    Ethical training for beginner teachers is institutionally designed through an ethical approach to ‘conflict management’ or responsible action, with the regulatory and legal dimension. Faced with the particular situations they encounter in their relationships with students and parents, this paper deals with another approach to ethics, from the philosophies of travel and hospitality. It feeds on an ethic of tact as much as on the elusive strangeness that animates the encounter. Carried by a hedonistic power in the sense of Epicurus, it weaves mirror relations between teacher and students, against any desire for control or mastery, in a classroom considered as a garden of culture. If it defends a certain slowness, it invites to reconnect with the spirit of childhood, taking up the word of Erasmus of Rotterdam, repuerescere, or the Nietzschean figure of childhood in Thus Spoke Zarathustra, to approach delicate situations (insults, plagiarism, conflicts, etc.) with serenity and creativity. The ethics of the...

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    Anne Herrmann-Israel

    Road metaphor of the benevolent professional posture of accompanying learners or those with special needs: accompanying as a GPS or as a pedagogical hiker with a map and a compass?

    In the context of the accompaniment of publics (learners, with specific needs), the posture of the supporter should be taken in account at the level of the free will of the accompanied individuals. Therefore, the fundamental dilemma between wanting the good of the other and the power of the one who educates seems tense (Chalmel, 2018, p.3). In the image of the road metaphor proposed by Chalmel (p.43), we will crisscross the practices and postures marked by guiding principles commonly either represented as a GPS «Social Preceptoral Guide» (a socially compliant didactic itinerary) or by a pedagogical hiker who walks alongside the accompanied individual that can play the role of a map or a compass in a social environment. It is through these illustrations that the road metaphors refer to that the teacher, the social worker and the caregiver. All of these practioners are invited to become aware of the educational and ontological foundations as well as the antagonistic stakes that can generate forms of psyc...

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    Aduel Joachin

    The inclusive education: a true anthropological, sociological and ethical maker

    Originally, inclusive pedagogy is militant, civic and political. In its objectives, it is intended to be universal. Indeed, it commits to fight educational segregation so that the school is an environment of inclusion. «Mainstream schools with this inclusive orientation are the most effective way to fight against discriminatory attitudes, creating welcoming communities, building an inclusive society». Through this struggle, anthropological, sociological and ethical issues emerge. We therefore affirm that inclusive education represents the showcase of a triple major marker. In other words, it impacts and positively influences social life and the educational community, because it promotes the deployment of new ideas and understandings of the human person, especially when he or she is struggling with some vulnerability. However, we note that the issues listed above are not systematically studied. This is the purpose of this humble contribution.

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    Gabriele Di Patrizio

    Experience: Conceptualization of an anthropological notion between M. Heidegger et A. Sen

    This paper sets out to explore the experience from an anthropological point of view to understand what man holds in himself to move forward in his existence. The identification of six distinct functionalities leads to define two complementary processes that liberate the relevance to come and go between being able to be and being able to act. Our conceptualization shows that experiential growth presupposes both a state of vigilance in being and a state elective by doing.

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    Mathias Moreau

    The dark night of the soul as an epistrophic response to nothingness

    The dark night of the soul is an existential event allowing a form of self-education that goes beyond the established norms of education for all. But this epistrophic event which considers self-care as paramount importance has bad press. It is a victim of popular ignorance, which sees in it nothing but an absence of will. But quite the opposite is happening. The dark night of the soul highlights the existential tensions to be able to resolve them in a sensitive, dark but orderly chaos.

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    Anne-Marie Drouin-Hans

    Comments and Reflections / Knowledge(s), Know-how(s) science(s). Wonder as a guide to education

    The status of knowledge (in French, savoir or connaissance) are very important among the concern and the aim of education. The lexical fields to which knowledge is linked or to which it is in opposition reveal its complex and subtle relation with the idea of truth. The fields of its implementation make appear its various forms of acquisition and its link to the ethical and social need to be shared. As well as the epistemological thought should establish the limits of its setting up and of its teaching. It should also explain its evolution. Teaching has to take didactical choices, which can be conflictual. They also happen to face to mistrust or to a lack of curiosity. Then it is inviting to a dogmatic hierarchy or, on the contrary, to relativism. If Knowledge could still serve the purpose of helping to gain autonomy, the dilemma could get out so that the virtue and the aesthetic of curiosity would come back.

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