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The Condition of Vulnerability in the Educational Context: Ethical Considerations and Juridical Perspectives
Abstract
The chapter compares the Hippocratic-inspired model of care, based on philanthropia, with the functionalist model, which instead leads to an essentially clinical-therapeutic approach. The reflections are set against the background of the recent school legislation which sanctioned the transition from the school of integration to the school of inclusion, with particular reference to the problems of vulnerable individuals and the solutions proposed in favor of the latter, by the International Classification of Functioning, Disability, and Health. Starting from this, the authors urge the legislator to enhance the dimension of dialogue “with the other” in order to arrive at future legislation leading to the achievement of full protection of the dignity of the human person, considered in all its dimensions.
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