Book contents
- Ethical Dilemmas in Schools
- Ethical Dilemmas in Schools
- Copyright page
- Contents
- Figures
- Foreword
- Preface
- Acknowledgments
- Chapter 1 What Can Educators Expect from Ethics?
- Chapter 2 What Does Sympathy or Empathy Have to Do with Ethics?
- Chapter 3 How Are Ethical Principles Useful?
- Chapter 4 What Does Regard for People Imply?
- Chapter 5 What Is a Problematic Ethical Situation?
- Chapter 6 What Are the Qualities of an Ethical Educator?
- Chapter 7 What Are the Characteristics of a Good School?
- Epilogue
- Appendix An Interview with Maria
- References
- Index
- References
Chapter 4 - What Does Regard for People Imply?
Published online by Cambridge University Press: 18 December 2020
- Ethical Dilemmas in Schools
- Ethical Dilemmas in Schools
- Copyright page
- Contents
- Figures
- Foreword
- Preface
- Acknowledgments
- Chapter 1 What Can Educators Expect from Ethics?
- Chapter 2 What Does Sympathy or Empathy Have to Do with Ethics?
- Chapter 3 How Are Ethical Principles Useful?
- Chapter 4 What Does Regard for People Imply?
- Chapter 5 What Is a Problematic Ethical Situation?
- Chapter 6 What Are the Qualities of an Ethical Educator?
- Chapter 7 What Are the Characteristics of a Good School?
- Epilogue
- Appendix An Interview with Maria
- References
- Index
- References
Summary
The epigraph draws attention to one of Dewey’s primary ethical principles: regard for self, others, social groups, and more. Along with other theoretical implications, the principle provides a glance on how one should examine different ethical problems and situations. In addition, the principle appears to suggest his “unifying thread” of ethical thinking: that is, “moral conceptions and processes grow naturally out of the very conditions of human life” or social interactions (LW 7, 308; emphasis original). Ethical interests are not unusual or strange; they are a typical feature of life. Likewise, the principle, when informed by moral science, suggests broader, more inclusive ethical dimensions, embracing both local and global concerns for “any possible neighbor” (MW 8, 82), the “social whole” (LW 7, 300), and national and international well-being (LW 7, 366–71). Consequentially, this principle is embedded in Dewey’s fourfold description of the good or moral self, including faithfulness or trustworthiness in recognizing the claims embedded in human relationships (LW 7, 285; see also Chapter 6).
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- Ethical Dilemmas in SchoolsCollaborative Inquiry, Decision-Making, and Action, pp. 64 - 93Publisher: Cambridge University PressPrint publication year: 2020