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00. Pre-course
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1. Introduction to the Philosophy of Education
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4. Ethics in the profession of teacher
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The task introduces the section on ethics in the profession of teacher, and presents the topics to be discussed in the section as well as the expected products and results.
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hours
Introduction:
<br /> It is generally believed that ethics is something that is outside the individual. To what are we referring when we talk about ethics? The response to this question has been confusing.<br /> <br /> This confusion has traditionally been caused by the influence of the idealist schools, by religion, and these days by corporate credos, aggressively promoted in all of the media, where everyone claims the purpose of ethics is the seeking of good as opposed to evil, where good and happiness are achieved with individual progress and success, which is to say that ethics in this way of thinking is something that should be sought, therefore it is outside the individual, and has an immaterial character that should be incorporated into people's spirits. For example, Coca-Cola: "The spark of life." Pepsi: "Be like Maradona, abandon coke." Monsanto: "A better world."<br /> <br /> The preceding makes ethics something relative to what is considered "good", which results in the need to codify and fragment what is considered "ethical": medical ethics, engineering ethics, teaching ethics, the ethics of the citizen, the ethics of a corporation, so many ethics as considerations of what is considered to be good from different perspectives. When we say that someone is behaving in an "unethical" manner, what we do is compare this specific behavior with the list of behaviors that are considered "good".<br /> <br /> This way of thinking about ethics results in the need to teach it, associated with the duties and obligations of the citizen required by the State. This is the real meaning of the concept of deontology, which is when we speak of patriotic duties, a situation which seeks to create the image of an ethics which supports the decision of the State and which are imposed by means of laws within the various social and economic programs.<br /> <br /> Very much on the contrary, thinkers such as Erich Fromm demonstrate that ethics is a natural result of the innate values of man, whose nature is in the spiritual, or even originate in the same neuronal states which produce for example anger, sadness, desire, and in the same way the sense of responsibility, tenderness, compassion, concern, as well as courage and hope, all states which promote the maintenance and continuity of life, which is natural for all living species.<br /> <br /> In order to make these states visible and reinforce them, their permanent exercise in reality is required, with others and with nature, in a life of collective production for all. These states, as they are natural in a human being, are always there waiting to be exercised.<br /> <br /> Those states which are contrary to life are achieved by the influence and development of society. These are strengthened as the solitude and anguish created by competition and the isolation of life in individual production, in which only a few benefit, are increased. These states, which are not natural to humans, can be rejected or discarded in favor of decisions which promote the exercise of values which favor life.<br /> <br /> In this context you will cover each of the following tasks in this section:<br /> <ul> <li>Man - politics - ethics: What determines our ethical behaviour?</li> <li>The teacher and his ethical commitment as a member of a community,</li> <li>The deontology of the profession and ethical commitment,</li> <li>Towards education which is guided by humanism and solidarity</li> </ul> <br /> Each of these topics corresponds to a DMM unit. Thus every topic should be covered in the corresponding DMM unit, each of which will only present the corresponding files and directive. Thus, you have the responsibility of developing your knowledge and understanding of each of them and the section as a whole, as well as the concrete products which you will have to develop for presentation at the end of the unit.<br /> <br /> Good Luck.
Directive:
<br /> 1. Read the introduction.<br /> <br /> 2. Analyze and understand file F1.<br /> <br /> 3. Understand the results which we hope to obtain at the end of the section in relation to the<br /> knowledge to be gained and the reason for its usefulness in teaching. <br /> <br /> 4. Create a study plan for the section.<br /> <br /> 5. Try to get an impression of the DMM field in this section.<br /> <br /> <br /> FILES: <br /> <br /> F1. DMM field of section 4 of Philosophy of Education, course material, ISET/OWU, 2018.<br /> <br />
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