Authority: On the revaluation of a value

Abstract This paper, while not presenting a general discussion of authority in education, attempts to uncover some the anomalies, paradoxes and tensions concept. It will argue for revaluation as an educational virtue, form participatory guidance that is aid growth. The paper intends help provoke continued debate over our perceived virtues vices. I virtuous exercised from point view larger experience wider horizon. If teachers' ‘pedagogical imperative’ bridge gap between forms knowledge their pupils, then practice involve authority. suggest here such should be repositioned participatory, immanent democratic. As Dewey says, ‘The need is…constant…[I]t principles are both stable enough flexible give direction processes living its vicissitudes uncertainties.’ In answer this, teachers order create yet flexible, open indeterminate, but chaotic situations combine with pupils’ experiences way enable Authority practised guidance, pursue this Deweyan line argument, can ‘an freedom’ freedom's enemy. authority, so revalued, ought cultivated thought practice. Eds: part Special Issue titled ‘Beyond Virtue Vice: Education Darker Age’, which editors invited authors engage exercises ‘transvaluation’. Certain apparently settled concepts (from agency fulfilment alienation ignorance) reinterpreted transvaluated (in Nietzschean vein) become vices, virtues. encouraged employ polemics occasional exaggeration reimagine values all too readily accepted within contemporary discourses.