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Introduction:

There are two distinctly different ways of perceiving what a teacher is. Tradition 
and what used to be will also be there with an offer of a perception. The teacher is 
transferring the curriculum-based knowledge to his students. The teacher is first of 
all a teacher of subjects, using the usual and available means to transfer knowledge. 
 
The methods are the all too wellknown oozing normalcy and the slow killing of 
childish excitement. The wider circumstances under which the teacher teaches is 
outside the focus area which is the curriculum. Whether the student pass the exam 
is not entirely sure and of course only partly in the hands of the teacher. This 
teacher is certainly doing her job and what is expected of her. 
 
The very different perception of being a teacher which the DNS education is built 
on is perceiving the teacher as first and foremost a political man, - man here 
understood as including women, man here understood as the political personality. 
 
This Political Man has during training prepared herself to be of service for the 
people, including in the rural areas, where quality teaching by a political being is so 
much more needed. The political man starts in her position as teacher asking not for 
herself where is my house as the first pre-occupation, but for her pupils and for all 
things related to them, their parents, the village, the books, the food they eat etc. 
 
The political man is ready to endure many obstacles and to welcome each new day 
including such obstacles. She is not the one to lament circumstances, but the one to 
change them. The political man is conscious about the choice she made, for 
example as teacher in a rural primary school. That choice has demanded a personal 
separation from the comfort zones of tradition and normality and the homely 
village. The Political Man knows she differs from the parts of tradition and culture 
which represent standing-still and normality and has in front of her very 
considerable tasks of lifting up not only the teaching in the classroom, the securing 
that all students pass their exams after exiting learning, but also the circumstances, 
the food, the material surroundings, the wider village, and she is determined to 
endure and be of great service for children, people, country and the world at large. 
 
In the midst of the village she is by life and example a global citizen and a Political 
Man, one whose general mood signals that change has indeed come to the village. 
 
This teacher is beyond what is expected of her. The expected is but a small part of 
what she brings.

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