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dc.contributor.authorPérez Guerrero, Javier
dc.date2021
dc.date.accessioned2022-07-15T06:50:44Z
dc.date.available2022-07-15T06:50:44Z
dc.identifier.urihttps://reunir.unir.net/handle/123456789/13336
dc.description.abstractMany teachers believe that becoming friends with their pupils compromises their status as teachers because they regard friendship as a role that is incompatible with that status. However, to consider friendship as a typical relationship or social interaction does not reflect the classical idea of friendship. In a classical approach to friendship, a distinction is made between friendship as an intimate concordant duality and its manifestation or operative exercise, which is by necessity social and is regulated by what is right and fair in the exchange of goods typical of every community. Therefore, a school community may become a community of friendship to the extent that its educational purposes are fostered and strengthened by friendship, and what is right and fair in relationships and exchange of goods is respected. Personalised education can flourish in a school community of friendship because the reciprocity inherent to friendship emphasises the personal character of pupils and teachers, and promotes the capacity for coexistence of the students, which is a pre-eminent aim of personalised education.es_ES
dc.language.isoenges_ES
dc.publisherWileyes_ES
dc.relation.ispartofseries;vol. 55, nº 2
dc.relation.urihttps://www.philosophy-of-education.org/jope/es_ES
dc.rightsrestrictedAccesses_ES
dc.subjecteducational relationshipes_ES
dc.subjectfairnesses_ES
dc.subjectpersonalised educationes_ES
dc.subjectcommunity of friendses_ES
dc.subjectsocial typees_ES
dc.titlePersonalised education as a school community of friendshipes_ES
dc.typearticlees_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.1111/1467-9752.12557


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