Education for an ethical imagination

In response to the question, 'Education for what?', this article argues the case for an ethical imagination. It begins by illustrating different approaches to ethics - Greek antiquity, Kant s categorical imperative, Levinas's interhuman ethic of care, and Foucauldian genealogy. On the basis ofthis, it suggests that ethics may be understood as a disposition of continual questioning and adjusting of thought and action in relation to notions of human good and how to be and act in relation to others. It then briefly considers education as an ethical activity, and sets out three interrelated axes for an ethics of engagement in education: intellectual rigour, civility and care. Using examples ofcitizenship and statelessness in Australia, it argues that building an ethical imagination is a valuable goal for education.

La Mettrie and charlatanism: The dynamics of recognition and denunciation

This paper contributes to a genealogy of charlatanism by tracing two figures which eventually come to overlap: the street charlatan or operator, known for his eloquence and deceptive skill, and the comically incompetent doctor, represented classically in France in the theatre of Molière. The paper argues that eighteenth-century France gives the term 'charlatan' new moral weight while extending it to fields outside medicine, most notably to philosophy. Some examples of the denunciation of charlatans are examined, and it is suggested that denunciation was usually both extensible and reversible. La Mettrie appears in this regard as the very type of the denouncer denounced. He was a doctor-philosopher who vigorously decried the Paris Faculty of Medicine as a group of charlatans, even though his own medical qualifications were anything but impressive, and he was in turn reviled by Diderot as the most charlatanic and unworthy of philosophers.