Abstract
This chapter explores the building of trust in interactions within the education system. Moving away from the distinction between confidence and trust, which highlights their differentiated and complementary functions in modern society, the analysis focuses on the controversial importance of expertise and interpersonal closeness in building trust in education and in conditions of distrust. The chapter presents an empirical analysis of videotaped interactions in the context of peace education activities with international groups of adolescents, in order to examine the design of facilitators’ actions that can promote a trusting commitment. In particular, the analysis highlights the cultural presuppositions which can support adolescents’ trusting commitment in relationships with facilitators. The chapter offers both a theoretical contribution and examples of practices of trust building in educational situations in which facilitation of communication processes substitutes teaching of knowledge and norms.
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