In this theoretical and explorative essay, two issues are discussed, which are based on personal experiences of teaching ethics. The first is what educational purpose does it serve to challenge students as ethical subjects while teaching a class? This issue is mainly discussed through an analysis of Gert Biesta’s works. He argues that an essential purpose for teachers is to enable students to appear as subjects. For this to happen, the teacher must “interrupt” the students by presenting that which challenges his or her basic ethical preconceptions, which in turn forces the student to choose as a subject. However, if the teacher gives priority to such interruptions, s/he risks a conflict with his or her students. That gives rise to the second issue raised in the essay, whether the teacher should express his or her ethical perspectives while teaching ethics. The issue is discussed by analyzing Bruno Latour’s political philosophy. He argues that conflict is an essential feature in any democratic society where everyone’s concerns are presented. For that reason, he argues for the need of public “diplomats,” whose function is to enable an endeavor for peace. As diplomats, both their ethical agency and ability to judge what is worth highlighting is recognized. Thus, the essay concludes that a diplomatic teacher is someone who has the judgement to decide whether his or her ethical perspectives should be highlighted while teaching a class, or if it would disrupt an endeavor for peace.

中文翻译：

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外交教师：格特·比斯塔教育哲学中教师的目的与布鲁诺·拉图尔的政治哲学对话

在这篇理论性和探索性的文章中，讨论了两个问题，这些问题基于个人的道德教育经验。第一个是在课堂教学中挑战学生作为道德主体的教育目的是什么？这个问题主要是通过对 Gert Biesta 作品的分析来讨论的。他认为，教师的一个基本目的是让学生成为主体。为此，教师必须“打断”学生，提出挑战他或她的基本道德先入之见的内容，进而迫使学生选择科目。但是，如果老师优先考虑这种打断，他/她就有可能与学生发生冲突。这就引出了文章中提出的第二个问题，教师在教授道德时是否应该表达他或她的道德观点。通过分析布鲁诺·拉图尔的政治哲学来讨论这个问题。他认为，冲突是每个人都关心的民主社会的基本特征。出于这个原因，他主张需要公共“外交官”，其职能是为和平努力。作为外交官，他们的道德机构和判断值得强调的内容的能力都得到了认可。因此，这篇文章的结论是，外交老师是有判断力的人，可以决定在课堂教学时是否应该强调他或她的道德观点，或者是否会破坏和平努力。他认为，冲突是每个人都关心的民主社会的基本特征。出于这个原因，他主张需要公共“外交官”，其职能是为和平努力。作为外交官，他们的道德机构和判断值得强调的内容的能力都得到了认可。因此，这篇文章的结论是，外交老师是有判断力的人，可以决定在课堂教学时是否应该强调他或她的道德观点，或者是否会破坏和平努力。他认为，冲突是每个人都关心的民主社会的基本特征。出于这个原因，他主张需要公共“外交官”，其职能是为和平努力。作为外交官，他们的道德机构和判断值得强调的内容的能力都得到了认可。因此，这篇文章的结论是，外交老师是有判断力的人，可以决定在课堂教学时是否应该强调他或她的道德观点，或者是否会破坏和平努力。