FINN DANIEL RAAEN

Abstract：Autonomy is considered to be an important feature of professionals and to provide a necessary basis for their informed judgments. In this article these notions will be challenged. In this article I use Michel Foucault’s deconstruction of the idea of the autonomous citizen, and his later attempts to reconstruct that idea, in order to bring some new perspectives to the discussion about the foundation of professionalism. The turning point in Foucault’s discussion about autonomy is to be found in his proposal for an ethics of the self. This ethics invites a break with the normalizing discourses of modernity. As I see it, this makes it particularly relevant to a discussion about the principles of professionalism. The conception of parrhesia is central. I use the role of the teacher to illustrate my arguments.

Key words：Teacher Practice, Autonomy, Candor

总  结：福柯强调，演说是不相关的力而自由和个人自治。概述特定程序在教学界将破坏的那种坦率的，独立的和反思性实践，演说本身就是。福柯开始在他的作品中的道德使命。他想表明有一定的伦理实践的古希腊人和罗马人在处理政治，社会和教育的困境做出贡献突破现代性的正常化的话语，让更多的自主性（即在一定程度上这意味着照顾自己和他人）。的本文的目的就是要讨论对教师的启示专业实践。如果福柯的观点是正确的，答案是不能简单地从古典文本挪用。你可以肯定发现从他们的启发，但是如果有任何这些文本显示，那就是正确的因人而异。不同的在经典文本的演说的讨论总是处理答案通过在特殊情况下个人所面临的实际挑战他们发现自己。正如福柯试图说明的概念告诉例子从古典希腊来源的演说，当今的研究发现在具体的讲演说材料研究经常出现在学校的困境，大学和其他的环境正式学习（即关键的案例研究）。正是在这样的实践意义上，福柯建议他的读者们的相关性探讨为自己的专业实践的演说。

出处：《Journal of Philosophy of Education》No. 4, 2011