Many teachers believe that becoming friends with their pupils compromises their status as teachers because they regard friendship as a role that is incompatible with that status. However, to consider friendship as a typical relationship or social interaction does not reflect the classical idea of friendship. In a classical approach to friendship, a distinction is made between friendship as an intimate concordant duality and its manifestation or operative exercise, which is by necessity social and is regulated by what is right and fair in the exchange of goods typical of every community. Therefore, a school community may become a community of friendship to the extent that its educational purposes are fostered and strengthened by friendship, and what is right and fair in relationships and exchange of goods is respected. Personalised education can flourish in a school community of friendship because the reciprocity inherent to friendship emphasises the personal character of pupils and teachers, and promotes the capacity for coexistence of the students, which is a pre-eminent aim of personalised education.

中文翻译：

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个性化教育作为学校友谊社区

许多老师认为，与学生成为朋友会损害他们作为教师的地位，因为他们认为友谊是与这种地位不相容的角色。然而，将友谊视为一种典型的关系或社会互动并不能反映友谊的经典观念。在友谊的经典方法中，友谊被区分为亲密一致的二元性以及它的表现或运作，这必然是社会性的，并由每个社区典型的商品交换中正确和公平的方式来调节。因此，一个学校社区可以成为一个友谊社区，只要它的教育目的是通过友谊来培养和加强的，在关系和物品交换中正确和公平的东西得到尊重。个性化教育之所以能在友谊的校园里蓬勃发展，是因为友谊所固有的互惠性强调师生的个性，促进学生共处的能力，这是个性化教育的首要目标。