Ethics at the Heart of Teaching in Higher Education

Abstract

This paper explores the essential role of ethics in teaching, beyond the mere transmission of knowledge and technical competencies. Drawing on Christophe Dejours’ definition of work as the gap between prescribed tasks and actual execution, the author argues that teaching involves a deeply human, relational, and ethical dimension. Through personal reflections and real-life examples, the text highlights the importance of empathy, engagement, and personal responsibility. Teaching is portrayed not as a technocratic act, but as a space for intellectual and personal emancipation, where both teacher and student co-construct knowledge within a relationship grounded in respect, care, and critical reflection. The article critiques the utilitarian drift of higher education towards productivity and employability, advocating instead for a pedagogy centered on human development and social responsibility. It calls for a renewed focus on the ethical foundations of education – emphasizing dialogue, empathy, and the nurturing of autonomous, reflective individuals – ultimately positioning ethics as the core of the pedagogical relationship.