ABSTRACT
Consideration of a map of the signature pedagogies of praxis education indicates a strongly ethical structure and intent. That is, the concept of ethics as being personal conduct undertaken for the public good can be discerned throughout. This is to be expected, given that the Aristotelian view of praxis centres on the idea of living well over a satisfying and flourishing lifetime. Other major approaches to axiology involving ethics and aesthetics as they apply particularly in education will be summarised. Teachers are clearly involved in personal and professional conduct of this ethical type in their daily interaction with students, colleagues and communities as they engage significant ideas and practices to understand and change the social world. From the point of view of social and educational practice, or the negotiated activities of participants as they pursue projects of their concern, it is proposed that praxis teaching can be defined as the participatory ‘creation of new practices through intersubjective practice’. We draw from the philosophy of pragmatism in understanding the process of intersubjectivity as involving the development of human subjectivity through collaborative social acts, language and discourse. This notion takes place within the context of repertoires of formal, informal and transitional practices of individuals and groups, to investigate interests, problems and situations that require resolution in some way. Ultimately, participants adopt a stance towards the existing situation so that a new plan of action can be implemented, observed and analysed. It is from this process of improving prevailing conditions that ethical considerations emerge for debate and critique. Ongoing discussion and occasional focus groups have been held with lecturers and pre-service teachers regarding the ethical concept of teaching as intersubjective practice. From these data, there is preliminary evidence that participants in praxis teacher education consider themselves as acting ethically because of their purpose in learning through practice for the good of others.
