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Educating the Young

The Ethics of Care

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Edited By Jeanne Adèle Kentel

This collection of essays initiates a conversation about the educational interests of the young and considers the potential for pedagogical transformation. Organized into three parts, dealing with the pedagogy of care, child honouring and telling children the truth, respectively, the volume engages with some of the key ethical challenges involved in educating young people. Through the diverse perspectives and approaches of sixteen authors, the book examines conflicting educational ideologies through a critical pedagogical lens. These authors consider poetic, aesthetic, inspiring, historical, political and ethical ways of both educating and being educated by the young. The volume aims to provoke further thought and debate among those who wish to consider the complex nature of educating the young with honesty, honour and care.

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Juan-Miguel Fernandez-Balboa Sailing Toward ‘Happycity’: Ethics Plus Education 39

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Juan-Miguel Fernández-Balboa Sailing Toward ‘Happycity’: Ethics Plus Education Living in community comprises certain problems that limit our possibili- ties to be happy and live with dignity. In order to solve these problems, we require a shared system of ethical principles. In this sense, ethics ‘design a way of life, based on a set of values that everyone desires: those that protect their welfare and the increase of their possibilities. Peace, prosperity, secu- rity, emotional fulfilment, stimulus, [and] the realization of one’s capaci- ties are universally desired’ (Marina 2002: 222). Put another way, ethics ‘broadens our vital power’ (Marina 1995: 107; see also Marina 1993), and guides us in the complex and long journey of human history, characterized by dangerous currents, tempestuous nights, and blinding fog (although with some moments of calm and bright blue sky). The ulterior destiny of such a trip is ‘Happycity’ harbour – an ideal society in which common wellness reigns, given that all of its inhabitants live truthfully and decently, have possibilities to develop their potentials, define their needs and rights (one’s own and those of others), and consciously and coherently carry out their obligations (Marina and Válgoma 2000). Ethics has not always avoided the wreck, yet, without it, disaster is ensured. An ethical principle is a ‘constitutive declaration’ that makes possible something universally desirable, and that prompts action to achieve it. Marina (1995: 99), with his usual eloquence, compares it to a ‘far away f lame that lightens up our pretension of happiness’. Such...

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