Dangerous Carers: Pastoral power and the caring teacher of contemporary Australian schooling

Whilst care imperatives have arisen across the breadth of Western societies, within the education sector they appear both prolific and urgent. This paper explores the deployment of care discourses within education generally and draws upon the case of Australian Health and Physical Education (HPE) more specifically, to undertake a Foucauldian interrogation of care. In so doing I demonstrate the usefulness of Foucault's pastoral power lens and its capacity to provide insight into the moral and ethical work conducted by caring teachers on behalf of the state (Acker, 1995). Following a brief overview of the advocacy, challenges and debates surrounding the issue of caring teaching within education, I draw on the work of Hunter (1994) and three case studies from a genealogical interrogation of HPE that employed Foucualt's ethical fourfold as a heuristic device to reveal the ethical practices and objectives of the good HPE teacher. Drawing on this genealogical work, I argue that HPE teachers and their colleagues have been purposefully incited to constitute themselves as agents of pastoral power. From this Foucauldian perspective, I conclude with an exploration of the unintended and possibly ‘dangerous’ practices of caring teaching that may emerge within the complex and messy nexus of contemporary self‐constitution.     

美军院校伦理观教育的“实践智慧”内核及其启示

发端于西方古典伦理学思想的“实践智慧”命题是美军院校伦理观教育的理论内核。正义行为的塑造需要以伦理德性和实践智慧两者的共同作用为前提,军人性格养成是达成实践智慧的必要修身之道,对职业生涯中的伦理道德选择给予有效指导则是实践智慧的现实意义所在。美国军事院校在着眼于价值观培育的同时,更注重伦理价值的实践指导功能。我军院校应坚持理论教育与实践指导并重的原则,构建“知行合一”的思想教育体系。     

The disposition of concern: an exploration into the affects of the power-knowledge dynamics uncovered during research into pupils’ perceptions of terrorism

In recent years, counter-terrorism measures have become incorporated into the UK education system, with the latest 2015 Counter-Terrorism and Security Act expanding on previous government policy by making it mandatory for schools to be actively involved with counter-terrorism measures [Clause 21, H.M. Government 2015. Counter-Terrorism and Security Act. London: Crown Copyright, 18]. However, during my research into pupils’ perceptions of terrorism, I discovered that conducting such discussions within the classroom setting were restricted from the outset. These findings are useful in demonstrating the difficulties facing those expected to deliver government policy and highlight how education researchers (and teachers) need to be aware of certain considerations prior to engaging in such sensitive subject matter with young people. This article provides an overview of my findings in this regard and demonstrates the complexities associated with discussing the topic of terrorism, in particular it’s relationship with religion, within schools. By using Foucault’s philosophical insights into power-knowledge [[1975] 1991. Discipline and Punish: The Birth of the Prison. London: Penguin] to analyse this data, I discovered a common trait, which I categorized as ‘the disposition of concern’, that affected and restricted the scope of such discussions.     

论战争恶德及其对世界大战的消极影响

帝国主义时代的到来催生了战争恶德。极端民族主义、唯意志论思潮、社会达尔文主义成为战争恶德的思想基础。其主要思想包括:和平意味着毁灭,战争是崇高而道德的行为;领袖是首要的,军人要为之牺牲一切;在战争中为达目的可以不择手段。战争恶德为世界大战的爆发和持续提供了思想动力,并加剧了战争的野蛮与灾难。     

军事物流专业信息化教学现状与发展对策

结合当前信息化条件下军事训练的特点,以军事物流专业信息化教学现状为例,从信息化教学的认识、理解与实施等方面进行了总结研究,并结合实际阐述了推进信息化教育训练的建设发展思路。     

教育公正：教育制度伦理的核心原则

制度伦理是探讨制度的道德合理性的伦理学范畴。我国教育制度变革必须加强教育制度伦理的探究。教育公正是教育制度伦理应坚持的一个核心原则。改革开放以来,经过态度转换和视野转换,我国教育界基本确立了教育公正原则。当前,有必要继续大力倡导和坚持这一核心原则,其具体现实要求是：第一,在教育改革发展中,坚持教育公正优先的理念;第二,促进区域间教育的均衡发展,大力消除人为造成的城乡之间、学校之间和学生之间的等级差异,平等对待城乡教育、所有学校和每个学生;第三,依靠程序公正约束权力运作,使公正的制度安排化为公正的教育和管理行动。     

伦理学视野中的网络教育伦理初探

网络教育已经成为现代教育的重要形式之一,其先进的教育理念、现代化的教育手段、富媒体化的教学模式和多元化的评价手段等使之附有伦理愿景——任何人在任何时间、任何地点,从任何章节开始学习任何内容。然而在网络教育的研究和实践应用领域,缺乏对网络教育中的伦理现象、行为和过程等系统化的研究和实践。本文首先提出了网络教育伦理概念并指出网络教育伦理的研究意义;然后,对网络教育伦理涉及的相关学科领域进行了论证和辨析;最后,从伦理学的视角对与网络教育伦理的相关研究进行梳理,划分出网络教育伦理研究的三个层次以及相应的研究内容,为进一步开展网络教育伦理研究和实践奠定了基础。     

论教育伦理学的个体善与社会善

作为一门从伦理道德的视角对教育活动进行价值分析和行为导向的交叉学科,教育伦理是个体与社会教育伦理的有机统一。现代教育伦理在研究视阈上不仅要关注个体教育善的实现,而且应重视社会教育善的构建。个体与社会之教育善是个体与社会教育伦理把握教育世界的精神实践,两者都存在价值合理性根据,有其应然的一系列规范性要旨。教育伦理研究范畴的这一拓展,既是弥补传统教育伦理研究在作用范围上存在缺憾的需要,也是全面建设和谐社会的内在需要。     

军事教育与国民教育融合的军事人才培养问题研究综述

研究军事教育与国民教育融合式培养军事人才问题,既是对世界军事教育发展趋势的主动适应,也是加强我军军事人才队伍建设的迫切需要。军民教育融合式军事人才培养发展状况备受研究者关注,形成了许多具有较强指导意义的研究成果,主要集中于军民教育融合式军事人才培养的历史进程、影响因素、制度建设以及模式和途径等方面,对于建立和完善我国军民融合的军事人才培养体系,提高军事人才培养质量效益具有重要的理论价值和现实指导意义。     

The ‘subject of ethics’ and educational research OR Ethics or politics? Yes please!

This paper outlines a theoretical context for research into ‘the subject of ethics’ in terms of how students come to see themselves as self-reflective actors. I maintain that the ‘subject of ethics’, or ethical subjectivity, has been overlooked as a necessary aspect of creating politically transformative spaces in education. At the heart of egalitarian politics lies a fundamental tension between the equality of voices (or ways of being) and the notion that one way of being or one voice may be deemed more legitimate than another; which in turn puts the equality of beings into question. Building from Michel Foucault’s work regarding ethics and subjectivity, I suggest that a ‘subject of ethics’ can be viewed, in part, as a series of relations of self that form the horizon upon which a subject comes to work on themselves relative to moral codes and power relations. Ethical relations of self can be a useful concept for those interested in educational research that furthers social and ecological justice. In the conclusion of this paper I also discuss the limitations of locating ethics entirely within a constituted human subject.     

院校任职教育与部队训练有机衔接探究

从分析当前院校任职教育与部队训练有机衔接存在的主要矛盾出发,指出了两者衔接的基本要求,着眼在明确任务分工、完善运行机制、整体优化内容、整合教学资源等方面,论述了院校任职教育与部队训练有机衔接的基本对策。     

一体化军事教育探讨

一体化军事教育是信息化军队或初步具备信息化作战能力的军队,为适应一体化联合作战的要求,依托信息系统,运用现代网络技术,整合院校、部队、科研单位各方面的优势资源对军事人才进行综合集成训练,以实现军事教育的综合化、集成化、一体化。本文概述了开展一体化军事教育的重要意义,初步探讨了一体化军事教育的内涵、要素及目标指向。     

素质教育的伦理学思考

目前的素质教育推进过程中存在很多现实问题,中学教师面临着“要升学率”还是“要素质教育”的两难选择。一些教师因为强行推进素质教育而出现教育伦理方面的困惑,职业良心遇到挑战,教师幸福感大打折扣。因此,要在符合教育伦理规范的前提下,循序渐进地推行,才能事半功倍。     

旅游伦理教育研究

旅游伦理教育是以经济伦理、文化伦理、社会伦理为教育内容,对被教育者施加系统的道德影响的活动。旅游伦理教育存在学校教育缺失、实践教育不足、企业无伦理意识等问题。通过构建旅游管理专业伦理教育五步走模式,形成政府+高校+企业+社会+学生的教育模式,可以使旅游伦理教育在旅游管理专业和整个旅游行业中得到普及。