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  1. Should teachers be authentic?Lauren Bialystok - 2015 - Ethics and Education 10 (3):313-326.
    Authenticity is often touted as an important virtue for teachers. But what do we mean when we say that a teacher ought to be ‘authentic’? Research shows that discussions of teacher authenticity frequently refer to other character traits or simply to teacher effectiveness, but authenticity is a unique concept with a long philosophical history. Once we understand authenticity as an ethical and metaphysical question, the presumed connection between authenticity and teaching appears less solid. While being true to oneself may render (...)
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  • Authenticity and the Limits of Philosophy.Lauren Bialystok - 2014 - Dialogue 53 (2):271-298.
    À peu près tout le monde a déjà fait l’expérience intuitive de l’authenticité, d’un moment qui semble révéler une lueur de sa véritable identité. Pourtant, en posant l’existence d’un «vrai moi», l’idée d’authenticité pose des défis métaphysiques qui mettent en lumière les complexités de l’individualité. J’avance que pour être bien examinée, l’authenticité exige une structure essentialiste qui tend à s’appliquer à l’identité personnelle. J’examine ensuite les trois types d’approches les plus influents dans les discussions philosophiques modernes contre cette position : (...)
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  • The Value of Authenticity: Another Dimension of Confucian Ethics.Xunwu Chen - 2015 - Asian Philosophy 25 (2):172-187.
    This paper explores the Confucian value of authenticity. Taking as the starting point of the Confucian concept of becoming authentic persons of bo, da, jing, and shen, the paper first demonstrates that a high–far–firm zhixiang, creativity, an examined life, and sincerity are four necessary conditions for a self to be an authentic one of bo, da, jing, and shen. It then demonstrates that Confucian ethics operates with a metaphysical concept of a substantive self and Confucian self-cultivation implies authenticating such a (...)
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