Unlike many current approaches, this book looks at trust relations in order to understand schooling and other social practices. Trust relations include both what an individual is prepared to trust in the circumstances, and what a competent practitioner in an evolving tradition should trust. It is therefore considered whether trust relations are more fundamental in society than those of truth or power.
Schooling has a social, as well as an education, role. As a result, the scope of the trust relations under investigation must range beyond the pedagogical. By expanding our understanding of the trust relations required to create and maintain effective schooling in particular circumstances, it may be possible for a greater section of society to receive a good education. Issues including curriculum, classroom management, and community relations may be understood in a different way and help enable currently intractable problems to be tackled more effectively.
This book presents the initial investigations of a number of authors who collaborated on this project and was originally published as a special issue of the journal, Educational Philosophy and Theory.
Guest Editorial: Trust and schooling, Bruce Haynes
Chapter 1: The role of trust in reflective practice, Leon Benade
Chapter 2: Trust and critical thinking, John Kleinig
Chapter 3: Trust and the community of inquiry, Felicity Haynes
Chapter 4: Being trustworthy: going beyond evidence to desiring, R. Scott Webster
Chapter 5: Student partnership, trust and authority in universities, Morgan White
Chapter 6: The role of trust in the teaching of history, Bruce Haynes
Chapter 7: The neurobiology of trust and schooling, Derek Sankey
Chapter 8: Trust as a virtue in education, Laura D’Olimpio
Chapter 9: Trust and fiduciary relationships in education: What happens when trust is breached? Elizabeth Mary Grierson
Chapter 10: Operational Trust: Reflection from navigating control and trust in a cross-cultural professional development project, Janinka Greenwood
Biography
Bruce Haynes FPESA FPES is a University Fellow at the College of Indigenous Futures, Arts, and Society at Charles Darwin University, Casuarina, Australia. He retired after 34 years in teacher education, and since then, in collaboration with others, he has investigated the place of trust in schooling.
