ABSTRACT
This chapter is concerned with care ethics in the context of academic teaching, where care ethics must be given more room. This applies not just to care ethics, but also to virtue ethics, hermeneutical, and other ethical approaches that are frequently linked to one another, and differentiated from, or used to supplement, the four principles approach. First, the chapter shows how the educational focus lay in the guided reflection on one’s own unease in a geriatric environment. Second, it presents essays to illustrate two moral intuitions and the students’ interpretations of them. It is worth presenting different ethical concepts as different glasses. Medical students in particular are used to thinking in terms of different differential diagnoses. Finally, the chapter attempts to place the authors' teaching in a European perspective.
