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Care

Care, which includes "compassion, acceptance, interest and insight for developing students' potential" (OCT, 2020) is found in numerous ethical codes (CNA, 2017; CFA, 2019; IUPSYS, 2008; CPA, 2017; etc.) but is manifest differently in each code in this it appears. Contrasting the OCT definition, for example, is the Canadian Nurses Association discussion of "provision of care" references speech and body language, building relationships, learning from "near misses", adjusting priorities and minimizing harm, safeguarding care during job actions, and more. It is worth noting that the promotion of dignity means to "take into account their values, customs and spiritual beliefs, as well as their social and economic circumstances without judgment or bias." (CAN, 2017:12)

The National Council of Educational Research and Training is almost unique in an assertion of care, in the explanatory notes, that states "the demonstration of genuine love and affection by teachers for their students is essential for learning to happen. Treating all children with love and affection irrespective of their school performance and achievement level is the core of the teaching learning process" (NCERT, 2010).

Other codes (eg. CFA, 2019) adopt a more legalist interpretation of 'duty of care', for example, that researchers must "prioritize data subject privacy above business objectives, be honest, transparent, and straightforward in all interactions (and respect the rights and well-being of data subjects" (IA, 2019). Meanwhile there is a sense of 'care' that means 'diligence and rigor'; this is the sense intended in the Nuremberg Code (USHM, 2020) and the American Medical Association (Riddick, 2003).

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