TEACHING AND EDUCATION
Any work on ethics and teaching written for a series on professional ethics would appear committed to certain key claims or assumptions. Basically, these are: (i) that teaching is a professional activity; (ii) that any professional enterprise is deeply implicated in ethical concerns and considerations; and (iii) (therefore) that teaching is also an enterprise which is deeply and significantly implicated in ethical concerns and considerations. I believe that all these assumptions are true and it is the aim of this volume to substantiate them. But at the same time, in the spirit of philosophical enquiry, these are assumptions which should not be allowed to go unquestioned, and we shall need to be ever alert in this work to the sceptical objections to which all these claims have been periodically subject. However, I think that there can be no better place to start with our assessments of these claims and counterclaims than with some basic analysis of the concepts of teaching and education. In Part I, then, we shall devote primary attention (via appropriate conceptions of profession and professionalism) to the following questions: (i) is teaching a professional activity?; and (ii) is education a profession?