Margarete Durst: an ethics of care that values uniqueness and plurality

Abstract

This article reconstructs the intellectual and personal profile of Margarete Durst, based on her biography, philosophical training and civic engagement. Her research develops an ethics of care centred on the concept of Bildung, the re-evaluation of empathy as inseparable from rationality, and the teacher as a ‘tightrope walker’ between thought and emotion. Particular attention is paid to ‘feminine and feminist thought’.