부산대학교 도서관

Respect for one another has become an indispensable value in contemporary society, and this ethos is instilled in individuals from an early age within the framework of contemporary education. However, reflecting on the process through which we acquire an understanding of respect proves to be as challenging as recalling a pleasant dream upon waking. Similarly, when inquiring how educators respect students, their responses often affirm the significance of respect with a gaze that implies its importance, yet their articulations seem to be speaking underwater—uttering serious words, but listeners or observers only perceive concentric circles of bubbles. A more disconcerting observation is the emergence of a phenomenon labeled “ostensible respect” within educational settings. In a bid to strictly adhere to the principle of respecting diverse perspectives, teachers often opt for silence and minimal intervention when confronted with students and parents holding markedly different views. This strategic approach, when candidly described, may be interpreted as a deliberate effort to turn a blind eye to forestall potential disturbances. I attribute these anomalies to the consequences of acting under the pressure to recognize the importance of respecting others in ethical life, coupled with a lack of clarity regarding the nuanced meaning of respect. Therefore, this study endeavors to provide insightful suggestions by delving into and extending R. S. Peters’ idea of respect and its application in education. Concerning the theoretical meaning of respect, I contend that respecting others extends beyond adhering to what Peters posits, i.e., respecting others’ assertive points of view. Respecting others should also encompass respecting others’ transformations and the potential for transforming. Therefore, if a teacher genuinely respects her students, she will not only respect their current assertive points of view but will also seriously respond to them. The reason is that if a teacher respects the potential for transformation and transformation itself in individuals, she will be acutely aware of the close connection between her responses and the students’ transformations. Consequently, even in situations where students and teachers hold vastly different perspectives, it remains essential for the teacher to respond seriously and actively to the students. Grounded in this perspective, the study further offers three approaches for teachers to respect students: 1. when facing students, teachers should try to reduce their self-love and restrain their self-conceit through the practice of moral reflection; 2. when confronted with students whose perspectives markedly differ from their own, teachers can try to demonstrate positive tolerance through moral reflection in their actions; 3. in interactions with each student, teachers can try to show recognition from the standpoint of allowing pupils to become moral and autonomous agents in the future.