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Critics of the market worry that as it expands the communal sphere declines. They also worry that the market encourages vice and has little or no scope for virtue. As I argue, however, the critics fail to realize that the market is a social space where commercial as well as social bonds are formed and nurtured. And, that it is also a moral space where virtues are learned and developed.
EN
Having the right potential as well as the desire to develop yourself, students or school is not possible in the absence of conditions that favor (self) development and development of entities and institutions. It is not just the material conditions that are extremely important; the immaterial space of school is more important, which is formed by the relations between the subjects based on fundamental human values. The subject matter discussed in the article is focused on the importance of the school development category and the entities operating in it. The text discusses selected work of researchers sensitizing to the possibilities and limitations of the development of schools that emphasize the importance of leadership and trust in school everyday life as those that significantly contribute to the improvement of schoolwork and efficiency increase. Teachers’ leadership is understood here as the essence and competence leading to development and trust as a value decisive for the moral space of the school, its culture conducive to learning.
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Non-Homogenous Moral Space (from Bentham to Sen)

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The notion of moral space covers all thin (universal) and thick (particular) characteristics that may plausibly be seen as morally relevant. In this paper, I investigate certain properties of moral space so defined. These properties are not easily visible if we analyze moral characteristics individually, but become clear once we consider them collectively. In particular, following Amartya Sen, I claim that the value of moral properties is, in part, a function of positional characteristics. I call this notion the non-homogeneity of moral space.
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