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• Cover Page
• Half Title page
• Series Page
• Title Page
• Copyright Page
• Contents
• Series Editor’s Preface
• Preface
• Acknowledgements
• Part I Education, Teaching and Professionalism
• 1 Teaching and Education
• Fundamental assumptions and basic questions
• Teaching and skill
• Towards a philosophical psychology of teaching
• Concepts of education: profession and vocation
• Vocational conceptions
• Professional conceptions
• Analogies with teaching: similarity and difference
• 2 Professions, Professionalism and Professional Ethics
• Profession and professionalism: what’s in a name?
• The ethical dimensions of professional engagement
• Professions as moral projects
• ‘Bolt-on’ versus integral professional ethics
• Professional autonomy and the dangers of technicisation
• 3 Teaching and Professionalism
• Professional status and the elitist objection
• Teaching, education and professional criteria
• Human flourishing and educational theory
• The case against educational professionalism
• Towards a more balanced conception of professionalism
• Part 2 Educational Theory and Professional Practice
• 4 Educational Theory Misapplied?
• Some basic questions about educational theory
• Education and applied science
• The practical relevance of educational theory
• Problems with the ‘applied’ conception of educational theory
• Rationality and skill
• Theory and practical reason
• 5 Different Faces of Educational Theory
• The practical wisdom of phronesis
• Moral reason and moral inference
• The moral character of professional deliberation
• Technicist and non-technicist educational deliberation
• Need we be afraid of theory talk?
• 6 Teaching and Competence
• Knowledge and professionalism
• Concepts of competence: capacities and dispositions
• Some views of dispositional competence
• Professional capacities and practical knowledge
• The moral basis of educational practice
• Diverse conceptions of the relationship of reason to practice
• Part 3 Professional Values and Ethical Objectivity
• 7 Professional Values and the Objectivity of Value
• Subjectivist views of value judgement
• The historicist turn
• Facts and values: evidence and theory
• Local and universal value
• The spectre of relativism
• The communitarian threat to educational professionalism
• 8 Rival Conceptions of Education
• Universality and professionalism
• Reason and value
• Educational traditionalism and progressivism
• Values and methods
• Dim prospects for resolving the dualism
• Brighter prospects?
• Part 4 Ethics and Education, Morality and the Teacher
• 9 Educational Rights and Professional Wrongs
• Grades of normative involvement in teaching
• Professional rights and wrongs
• Crime and punishment
• Punishment and civilised association
• Unprofessional personal relations
• Interim reflections
• 10 Aims of Education, Schooling and Teaching
• The radical contestability of educational aims
• Teaching, human development and culture
• The diverse developmental purposes of schooling
• The errors of pragmatism
• The possibility of self-determination
• Schooling, education and training
• 11 The Moral Role of the Teacher
• The moral educational dimension
• Moral education and social control
• The role of rule, principle and habituation
• Morality, reason and relativism
• Two approaches to moral education
• Liberalism and paternalism: an irresolvable dualism?
• Part 5 Particular Issues
• 12 Ethical Issues Concerning the Role of the Teacher
• Towards the particular case
• The uses of moral reason
• More on the uses of moral reason
• Virtuous and vicious speech and attire
• Teacher character and personality
• Professional persona and personal probity
• 13 Ethical Issues Concerning Education and Schooling
• The character implicatedness of teacher professionalism
• The hazards of managerialism
• Equality and difference
• School administration: democracy versus autocracy
• Intra-school value conflict
• Educational principle and anti-educational interests
• Notes
• Bibliography
• Index