|Editor||Future Citizens in Europe Ed. Alistair Ross|
The paper deals with an outline of professional practice and professional ethics in the field of pedagogical professions. In the everyday interaction between teacher and child ? regardless of the age status of the children ? one can work out a threefold design of cognitive, normative and quasi-therapeutic elements. Teaching as looked upon as a profession can be understood as a long lasting ? in principle ? life-long competence, comparable to the classical professions that have specialised on general 'crisis' situation such as illness, injustice. Professional habitus of the teaching professions is oriented toward curiosity of the learner as the most general concept of ?crisis' that is underlining pedagogical processes. Besides this an ethic of competence control, organised by the teachers themselves is historically developed, implying different national or institutional framing of the professional self-definition of teachers. The process of pedagogical interaction ? apart form the general threefold design ? gains is specific character through the curricular context in which it appears. The second part of the paper deals with pedagogical interaction in arts and works out a way of understanding how civic attitudes, the ethic of mutual understanding and taking the perspective of the other, can be taught in topics that from the outside look morally neutral.