Abstract:Dignity has often been used to signify a ground for a particularly serious kind of moral consideration, the scope of which has been debated. Therefore, I argue that an inclusive conception of dignity is central in determining the normative aims of education, and the moral responsibilities that adult teachers should have in learning relationships with children. The aim of the paper is to argue for a view of dignity as a regulative ideal beyond the dichotomy of moral agents and patients that can be (imperfectly)… Show more
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