What constitutes an ethical teacher?
In order to be ethical, one has to examine that which is inherently wrong and identify those things which promote harm – things like deceit, manipulation, deprivation, neglect, fraud, intimidation or blatant use of others for one’s own selfish ends.
An ethical teacher is therefore one that attempts to counter such wrongs and operates by principles of:
1. Non-maleficence – doing that which does no harm;
2. Beneficence – doing that which promotes human welfare and flourishing and actively tries to prevent harm;
3. Tolerance – doing that which requires us to tolerate the intolerable (in itself a problematic clash of virtue, which we’ll come back to later).

Discuss and reflect
· If we could control or improve children’s behaviour through AI, should we use it? If not, why not?
· In The Brothers Karamazov Dostoyevsky asks the question: ‘If you could create a paradise by torturing just one innocent child, would you do it?’ Would you want to be part of that ‘paradise’?
· If you knew you could solve all discipline problems in school by re-introducing a corporal punishment (like caning) where even the deterrent effect would suffice, would you approve of it?
This is an extract from my book: “Becoming a Teacher – the legal, ethical and moral implications of entering society’s most fundamental profession” (published by Crown House) available at Waterstones. Foyles and internationally on Amazon.
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