Lately, in educational research and debate, there have been discussions on a trend sometimes named as a ‘therapeutic turn’ in education. Mindfulness-oriented activities represent one therapeutic approach in education, aiming for virtues such as patience and trust. A large part of the critical viewpoints on therapeutic education among young students seem to concern problems of integrity, privacy and the autonomy of the student. It is therefore, I suggest, fair to say that meetings between teachers and students are of special concern (...) within the realm of therapeutic education. The aim of this study is to shed light upon two teachers' reflections upon their own work and their students' within a mindfulness-oriented approach in a Swedish secondary school. I turn to Iris Marion Young, a theorist who has dealt with questions of communicative ethics and respectful meetings, for guidance. I find Young's concepts of recognition and distance through the act of greetings interesting and possibly fruitful for discussing qualities in teacher–student relations in therapeutic education from a professional ethical point of view. The analysis shows that Life Competence Education has the potential to be an arena within youth education where traditional roles, hierarchies and relations within education may be challenged. Likewise, because of this potential, it may also function as an arena where traditional structures and hierarchies of education are reaffirmed. (shrink)

After providing a general overview and critique of some of the main problems with teacher praise, in which I basically argue that praise binds and controls the students instead of liberating them, I go on to examine whether it is possible to praise without the intention to control the students. In this way I challenge conventional and standardising ways of praising, and argue that it is possible to make room for the singularity and uniqueness of students through praise.