This paper endorses the overall argument of the preceding contributions. It argues for an approach to teacher education focused more strongly on the nature of the educational enterprise and the why, wherefore and how of teaching specific subjects. The importance of distinguishing between the provisional nature of knowledge claims and relativism is…

People take offence too easily and are encouraged to do so by, e.g., institutional harassment policies. "Offensive" is sometimes equated with "anything that offends someone", sometimes with a definitive list of specific behaviours. When is it justifiable to take offence? Distinctions need to be drawn: between offensive to the senses and to the…

When schools react to contemporary events and focus on complex moral problems they commonly fail to make basic distinctions between the morally serious and trivial, the moral and the non-moral, and problems and dilemmas. We need to teach the distinction between moral and other values, and between what is intrinsically good, what is right in…