I am mired in ambivalence about how to proceed. The problem for me is that the values you speak of, the ways of being with children, are more an orientation than they are a set of behaviors. I would like to see this orientation valued and cultivated in colleges of education and school systems. One way to "ensure" its presence in teacher education curricula is to codify certain knowledges and skills into standards for teacher and teacher education (to give concern with the affective and moral a sort of parity with the cognitive and academic). Yet an orientation to children's affective and moral lives can not be codified or taught as a set of rules. Your concern (below) with teachers' relegation to the role of technician is apt, and makes me ask of the danger that, once "caring" is codified as important, teacher educators might find technical ways to "teach" non-technical ways of being with others--reflection, concern, caring, thoughtfulness, and what Max van Manen has described as pedagogical tact. -S.T.