Good Relationships in Schools (eBook)

Teachers, Students, and the Epistemic Aims of Education

Monika Platz (Autor)

eBook Download: PDF

2021 | 1st ed. 2021
VIII, 110 Seiten
Springer Berlin Heidelberg (Verlag)
978-3-662-64137-8 (ISBN)

Infos

The relationship between teacher and student is an important element of school education and as such irreplaceable: If we want schools to be good places for those who teach and learn there, we must make sure that the educational relationships between teachers and students are good, too.

In research about school education, surprisingly little attention is paid to the normative dimension of the relationship between teacher and student. This lacuna points to a desideratum in the philosophy of education: More should be said about the normative structure of the teacher-student relationship, its role in teaching and learning, and its final value for teacher and student.

Answering these fundamental philosophical questions is the core of this book. It offers a normatively rich concept of a good teacher-student relationship that is based on the analysis of two major relationship goods: trust and care. Moreover, the book explains the instrumental value of a good educational relationship for the student's achievement of epistemic aims of school education as well as the final value of such a relationship for teacher and student.

Monika Platz is a philosopher and secondary school teacher with a specialisation in Philosophy of Education and Childhood Ethics. She earned her PhD in Philosophy from Ludwig-Maximilians-Universität Munich in 2021.

Inhalt

Acknowledgements 6
Contents 7
1 Introduction 9
2 Epistemic Aims of School Education 16
2.1 Epistemic Aims of School Education 17
2.1.1 Acquiring Epistemic Goods 18
2.1.2 Becoming a Skilled Thinker 20
2.2 Educating for Intellectual Character Growth 22
2.2.1 The Concept of Intellectual Virtues 23
2.2.2 Teaching Intellectual Virtues at School 27
2.2.3 Two Objections to Intellectual Character Formation at School 28
2.3 Conclusion 32
3 Central Characteristics of a Good Teacher-Student Relationship 34
3.1 The Inherently Relational Character of School Education 34
3.2 The Concept of a Good Teacher-Student Relationship 37
3.2.1 Characteristics of a Good Teacher-Student Relationship 38
3.2.2 Relationship Goods in the Teacher-Student Relationship 39
3.3 Four Objections 43
3.3.1 Doubts about the Dyadic and Personal Character of the Teacher-Student Relationship 43
3.3.2 Asymmetries in the Educational Relationship 45
3.3.3 Functionality and Efficacy instead of Relationship Goods 46
3.3.4 Relationship Goods in a Professional Role-Relationship? 47
3.4 Conclusion 50
4 Care in the Teacher-Student Relationship 51
4.1 The Concept of Care and its Application to the Teacher-Student Relationship 52
4.1.1 Caring for the Student’s Needs 52
4.1.2 Caring Attitudes and Caring Actions 56
4.1.3 The Reciprocity of Care in School Education 59
4.2 The Role of Care in Epistemic Education 61
4.2.1 Creating a Good and Caring Learning Environment 61
4.2.2 Care and Intellectual Character Education 63
4.3 Responding to Two Objections 65
4.3.1 Does the Concept of Care Ask too Much of the Teacher? 66
4.3.2 Should Teacher and Student Cultivate Pedagogical Love instead of Care? 67
5 Trust in the Teacher-Student Relationship 70
5.1 Trust Between Teacher and Student 70
5.1.1 Analysing the Trust-Relationship between Teacher and Student 71
5.1.2 The Teacher’s Trust in the Student 76
5.2 The Role of Trust in Epistemic Education 78
5.2.1 Trust and the Student’s Acquisition of Knowledge from the Teacher’s Testimony 79
5.2.2 Trust and the Student’s Development of Epistemic Confidence 83
5.3 Conclusion 86
6 Excursus on the Final Value of a Good Teacher-Student Relationship 87
6.1 An Important Objection to my Account 88
6.2 Responding to the Objection 91
6.2.1 The Final Value of a Good Teacher-Student Relationship 91
6.2.2 Defending my Account 94
7 Tying Up Loose Ends and Considering Implications for Practice 95
7.1 The Normative Nature of the Proposed Concept 95
7.2 The Same Relationship Goods for All Students? 98
7.3 Outlook: Implications for Practice 100
7.3.1 Putting the Relationship Centre Stage 101
7.3.2 Adapting the Institutional Structures 102
7.3.3 Support and Assistance for the Teachers 104
7.4 A Plea for Ideal Theorising 106
References 109

Produkt-Details

• Erscheint lt. Verlag: 11.9.2021
• Reihe/Serie: Kindheit – Bildung – Erziehung. Philosophische Perspektiven
• Reihe/Serie: Kindheit – Bildung – Erziehung. Philosophische Perspektiven
• Zusatzinfo: VIII, 110 p. 1 illus.
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Philosophie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Schlagworte: Care • good learning environment in school • intellectual virtues • relationship Ethics • relationship goods • Trust
• ISBN-10: 3-662-64137-2 / 3662641372
• ISBN-13: 978-3-662-64137-8 / 9783662641378