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L’éthique comme sujet et objet de recherche et d’enseignement en éducation/formation : approches interdisciplinaires

Anne-Claire Husser and Camille Roelens

Les critères qui définissent l’éducation

Richard Stanley Peters

La dimension éthique de l’éducation

Philippe Foray
Entitled “The Ethical Dimension of Education” this article does not address the personal ethics of educators involved in the educational process, but rather the ethical dimension intrinsic to education when it is understood as a preparation for the “good life.” The article first outlines this ethical dimension, then proceeds to examine: 1) its relationship with the moral pluralism characteristic of contemporary democratic societies, 2) the necessary distinction—and interplay—between the ethical and civic dimensions of education, 3) the various spheres of life in which this ethical dimension is particularly salient, and 4) its connection with the concept of education for autonomy.

Enseigner l’éthique : trousseau de clés et boîte à outils

Michel Fabre
This article intends to show that the true teaching of ethics must be carried out on hard cases where contrary values clash and that, to do this, moral judgment requires summoning the entire heritage of moral theories, both theories of good as those of duty, consequences or virtue. The comparison of three philosophical positions (that of Michel Meyer, John Dewey and Paul Ricoeur) makes it possible to support this necessary moral pluralism. For these thinkers, we should not consider our moral heritage as a series of separate and antagonistic doctrines, but rather as a bunch of keys or a toolbox available to use, depending on the nature of the problems faced. Each of these perspectives, however, considers the use of these tools or these keys in its own way. Meyer wonders which key is suitable for opening which lock. Dewey suggests trying every tool with each case. Ricoeur, finally, suggests a dialectic approach with three keys, which can be used in a certain order. Proposing these benchmarks for teaching ethics, however, requires ensuring that eclecticism, relativism and laxity are warded off.

Un métier au coeur de la démarche éthique : le cas des conseillers principaux d’éducation (CPE) en France

Céline Chauvigné
Morals or ethics, the case of the principal education advisors? While morality is concerned with the rules and standards to be adopted, in a Ricoeurian acceptation (1990), ethics is more a reflection of the subject on their actions, questioning them precisely where they think the rule is. Principal education advisors, hybrid staff—neither school managers nor teachers—responsible for the academic success and personal development of pupils in France, often find themselves faced with dilemmas when it comes to making educational decisions about the many issues facing teenagers. Must one punish, forbid, support, advise, let things happen? Easy to say, not always easy to do? Based on the professional literature, we will show the importance of the ethical approach in this human profession (Cifali, 1994) based on the relationship with others and the tensions that run through it.

Dispositifs et pouvoir en contexte d’école inclusive : implications éthiques des politiques, dispositifs et catégories ciblant des élèves à besoins éducatifs particuliers : le cas des enfants issus de familles itinérantes et de voyageurs

Franck Bettendorff
Based on a doctoral study (2014–2022) combining documentary analysis and interviews with students, parents and staff in six lower-secondary schools, this article examines the ethical implications of schooling policies and programmes targeting children from itinerant and traveller families (EFIV). We distinguish schooling from schooling trajectories (“scolarisation” vs. “scolarité”) and question the fit between administrative categories and social realities. Findings reveal categorical blur, a heterogeneous and evolving population, and structural shortcomings in staffing and training to address major learning delays. A cross-analysis of institutional framing and “dispositif” (Foucauldian sense) uncovers a use value centred on the normalization of schooling, to the detriment of learning construction. Three ethical issues are discussed: categorizing needs rather than individuals, aligning resources with students’ actual needs, and ensuring independent evaluation of education policies.