This present article takes an interest in the fairly new phenomena of social and emotional training programs in youth education. Prior research has shown that values and norms produced in these types of programs are supporting ethical systems that teachers may not always be aware of. This motivates the development of methods for analyzing these activities from an ethical point of view. An analysis model has been developed and piloted in the analyses of two different classroom activities. The model is (...) based on theories of communicative ethics and an ethics of dialogicity, drawing upon the work of Jürgen Habermas, Iris Marion Young, and Emmanuel Levinas. The analyses show that norms concerning whose perspective is prioritized and what ethical values are constituted in the classroom vary depending on how the program is organized and how the teacher chooses to use the program. The article also argues that the analytical model suggested might serve as a contribution to both teachers’ own professional,... (shrink)

This paper is concerned with the practical importance of different forms of paternalism for educational theory and practice. Contrary to the traditional treatment of paternalism as a sometimes necessary and rather messy aspect of educational practices, I demonstrate that paternalism is to be regarded as an “indigenous concept” of educational theory and as the ‘indigenous model of justification’ that underlies the structure of educational practices. Based on an analysis of the intricate nexus between autonomy-oriented forms of paternalism and educational forms (...) of autonomy-based perfectionism I furthermore argue that a perfectionistically structured conception of autonomy provides a more adequate evaluative framework for justifying autonomy as an educational aim than alternative educational regimes of autonomy can deliver. Finally, I discuss some major theoretical problems of bridging the gap between general ethical principles and their application in practical fields. (shrink)

Social inclusion can refer to the ability of individuals and groups to participate in social activities and the extent to which they feel included and recognized as valuable and able to make contributions. I explore the social inclusion of children in K-12 education (ages 4 - 18), and argue it is vital for the development and exercise of attitudes and capacities such as hope and local autonomy. Since schools are tasked with developing children's skills and knowledge, the extent to which (...) they succeed will play a large role in limiting or enabling children's social inclusion both when they become adults and as children. Children's relationships are an important aspect of their school experiences, as they affect not only whether they feel connected to others but also what they deem to be the grounds of their inclusion. Schools can also equip children with the skills and experiences required for social interactions with others in better and worse ways, fostering children's attitudes towards themselves, others, and the world and affecting whether they think they have the resources to have an impact on their environment and society and can achieve both personal and shared goals. (shrink)