![]() |
![]() |
Epistrophe (Eprepe) Journal of Professional Ethics in Philosophy and Education. Studies and Practices Revue d’Éthique Professionnelle en Philosophie et en Éducation. Études et Pratiques vol. 1, 2017-2018 ISSN: 1234-5678-9000 |
Introductory Note |
pages 9-12 |
Elena Théodoropoulou The relay of professional ethics in education – slippery slope or point of support? For the resistance of a warry – the philosophical contribution Le relais de l’éthique professionnelle en éducation – pente glissante ou point d’appui? Pour la résistance d’une in-quiétude – l’apport philosophique |
pages 13-43 |
Jacques Quintin The work of common sense: phronesis and education Le travail du sens commun: phronesis et éducation |
pages 44-73 |
Adalberto Dias de Carvalho Between individual singularities and norms universality: a question for ethics Entre les singularités des individus et l’universalité des normes: une question pour l’éthique |
pages 74-85 |
Jean-François Dupeyron Ethics and professional identity Éthique et identité professionnelle |
pages 86-106 |
Alfred Romuald Gambou About the role of the imaginary and of hermeneutics in the emergence of a new ethics of teaching Du rôle de l’imaginaire et de l’herméneutique dans l’émergence d’une nouvelle éthique enseignante |
pages 107-126 |
Louis Desmeules, France Jutras Values of teachers of human sciences in Quebec colleges: links between values & educative examples Les valeurs des enseignants de sciences humaines des collèges au Québec: liens entre valeurs et paradigmes éducatifs |
pages 127-150 |
Mohamed Miliani Power relations in Algerian universities: Between «folk pedagogy» and professional ethics Relations de pouvoir dans des universités algériennes: entre «pédagogie populaire» et éthique professionnelle |
pages 151-165 |
Pablo Flores del Rosario Thoughts on professional ethics applied in education from a Mexican point of view Réflexions sur l‘éthique professionnelle appliquée à l’éducation: un regard à partir du Mexique |
pages 166-181 |
Didier Moreau Building ethics in Music: constructing on the sand Édifier l’éthique en musique: construire sur le sable |
pages 182-229 |
Abstract: 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. |
|
Κeywords: movement of thought, philosophy of education, praxial intensity, breach |
Abstract: 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. |
Download Full article here |
Keywords: common sense, education, phronesis, hermeneutics, logos, ethics |
![]() |
Abstract: 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. |
|
Keywords: universality, relativism, values, education, rights |