consequentialist, even being a utilitarian, allows one still to recognise rights.' I believe that these efforts are well motivated, for I think that any moral doctrine is suspect if one of its effects is to make agents unable to take one another's rights seriously.

In this paper I propose to set out, and argue for, a theory of what makes acts morally permissible. The claims about morality that I shall be advancing will be minimalist. By this I mean that the scope of the theory will be restricted to as small a class of acts or courses of action as possible, and its bearing on the members of that class to as narrow a range of characteristics as possible. My starting point is that, as (...) Dostoevsky put it, 'everything is permitted'– unless there prove to be good reasons why it cannot be. (shrink)

Consequentialism ought not to make an impact, explicit or implicit, on every decision. All it ought generally to enjoy is what I describe as a virtual presence in the deliberation that produces decisions. [...] The argument that we have conducted suggests that the virtuous agent ought in general to remain faithful to his or her instincts and ingrained habits, only occasionally breaking with them in the name of promoting the best consequences.

This article proposes a reading of the lives of teachers through a Deleuzian-Guattarian materialistic approach. By asking the question ‘what kind of life do teachers live?’ this article reminds us that teachers sometimes welcome the imposed policies, procedures and programmes, the consequences of which remove them from students. This desire is compared to another desire—the desire for children. Teachers are seen as machines rather than singular organisms, so that what helps a teacher in her becoming are her connections to students. (...) Activities are seen in terms of intensities and flows, rather than as actions which crystallise such flows. Roald Dahl's story of Matilda is used as a fictional example of the above. (shrink)

This paper sets out to explore apparent contradictions between claims or assumptions to the effect that: (i) teaching is a profession; (ii) good teaching involves the cultivation of positive personal relationships with pupils; (iii) professional relationships should be of an essentially formal or impersonal nature. It is argued that the very real contradictions to which teaching as a professional occupation is prone are a function of fundamental tension between the essentially deontic character of professional principle and regulation, and the inherently (...) 'virtue ethical' nature of teaching as a form of pre-theoretical and non-technical moral association. The paper concludes by identifying and offering some comment on three such areas of tension. (shrink)

_Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements (...) of educational issues. _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. (shrink)

Conflicts often arise between regulations, making it difficult for school management teams and teachers to resolve situations with appropriate dignity and respect for all concerned. This book discusses provocative actual case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities. A model of consequences, consistency and caring, each aspect based on traditional ethical theories provides a scientific base - (...) a rational and a responsive base for ethical decision-making. This work covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control. (shrink)

This work deals with all aspects of consequentialism, encompassing utilitarianism, alienation and the demands of morality, restrictive consequentialism, alternative actions, an objectivist's guide to subjective value, recent work on the limits of obligation and more.

_Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements (...) of educational issues. _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. (shrink)

According to author, value of human dignity has its place in his ethics of social consequences which is a form of non-utilitarian consequentialism. This is so because it is compatible with the value of positive consequences that creates one of the crucial criteria in ethics of social consequences. There exist two aspects of human dignity in this ethical theory. The first is related to the value of life that is worthy of esteem and respect, which brings positive consequences (moral biocentrism), (...) second aspect is related to the fact that human dignity is a function of the positive consequences of our action and behavior prevailing over the negative consequences of our action and behavior. This creates a basis for assigning moral agents with an additional, qualitative value of human dignity. In caseof human beings without developed consciousness and who are only potential moral agents, the first aspect of human dignity is dominant in our judgments about them. In the judgments concerning moral agents the second aspect of human dignity dominates. (shrink)

This paper is about three distinct but interrelated problems: (1) the role 0f rights in moral theory, (2) thc characterization 0f agent relative values and their admissibility in consequ<—:ncc—bascd evaluation, and ( 3) the nature 0f moral evaluation 0f states 0f aihirs.

The main aim of the paper is critical reflection of the ethics of social consequences. The reflection is based on two partially related positions. Ethics of social consequences is, on the one hand, characterized as a contemporary ethical theory and, on the other, as a specific form of consequentialism. Methodology of criticism is based on the works of a homogenous group of modern-day consequentialist authors (though these are of diverse platforms): Pettit, Singer, Sen, Shaw. The purpose of this paper is (...) to provide objective reflection on the ethics of social consequences which may possibly become the base for further development and / or improvement of this original Slovak ethical theory. (shrink)

Teachers have long held the ambition that teaching will be classified as a profession in functionalist sociological terms, since it would bring guaranteed social prestige and recognition. In non-professional discussions, teaching is probably considered a profession, primarily because it carries within it the notion of “mission”. If, however, we consider the strict criteria against which professions are measured, then teaching comes out badly (an impossible profession) or slightly better (a semi-profession). If we choose the more positive pathway and accept that (...) teaching is professionalizing and that it will one day be considered a standard profession, then we encounter a number of obstacles which we believe will preclude this ambition. This paper aims to address some aspects of contemporary pedagogical discourse which may be considered as constraints in the professionalization of teaching. One such example is the vigorous call for practice to be linked to teacher training. (shrink)