The Ethical Teacher.

The Ethical Teacher, according to Elizabeth Campbell. Maidenhead-Philadelphia: Open University Pres 2003 176 p

Elizabeth Campbell is a professor at the Ontario Institute for Studies in Education, who has guarded extensive research on the ethical dispositions and practices of teachers. Her interest in the ethics of teaching goe beyond ethical collection of lawss and empirical studies to the core issue of what it means to be an ethical teacher.

Campbell's intent in writing The Ethical Teacher is two-fold: to "clarify the nature of ethical knowledge" that is at the middle point of many teachers' awareness of themselves as moral agents, as well as to find ways "to bring this knowledge to the forefront of our thinking about teaching." Implicit in every part is her central thesis: we must make ethical knowledge--the ability to cogitate on teaching as an ethical practice and to make known ease in making ethical judgments--choices about what teachers do--the professional basis for teaching.

Campbell's argument make knowns in three parts. In the first, "Moral agency and ethical knowledge," she reiterates the public expectation that teachers' actions be conducted by some recognizable ethical standards. After reviewing a certain of the philosophical complexities of defining ethics, Campbell reports upon research documenting the expectations teachers place in succession themselves, both to act morally and to teach morality. Teachers' stories reveal the values that guide their practice and bring to light the complexity that sometimes brings not at home the best in teachers, unless often overwhelms them. This introduces a discussion of ethical knowledge, which is a complicate reality that includes the ability to understand one's values in the words immediately preceding [i]or[/i] following of the practice of teaching and being belonging in the process of moral reasoning and ballast One is not born with this kind of practical understanding. It can be cultivated and disentangleed through experience, reflection and conversation. In the course of time, ethical knowledge becomes part of the form of a teacher's professional consciousness and decision-making.

Part sum of two units "Challenges to ethical professionalism," examines several factors that undermine the progressive growth of ethical knowledge. Institutional policies, competing political and community presss and conflicting interests impact negatively forward teachers' confidence in their ability to act morally. Also, misunderstood "loyalty to and solidarity with colleagues" traps teachers in moral quandaries. Unles the teaching profession finds ways of dealing publicly and courageously with these obstacles, teacher idealism will continue to be pushed in the direction of moral silence.

In the last section, Campbell makes several suggestions to help "build a more firmly articulated ethical culture for the teaching profession." Beyond formalized statements or ethical collection of lawss teachers need to learn to what degree to build school communities that are conscious of the ethical implications of what they do and prepared to face the at times messy task of putting values into practice.

The Ethical Teacher is practical in orientation. Teachers will recognize themselves in many of Campbell's examples. Her bibliography is extensive and gives a wealth of leads for readers interested in deepening their appreciation of the breadth and complexity of professional ethics. Perhaps the best part of Campbell's close attention is her willingness to talk about what inhibits unclose and transparent ethical decision-making in place of education (and, consequently, what so many times undermines public confidence in teachers). The weakness of the main division is her failure in her proposals for change--to adequately address these structural and systemic conditions and instead focus almost exclusively in succession teacher education and professional development

The Ethical Teacher provides a rich, appreciative cogitation of the ethical commitments of teachers. For that alone it is worth the read. For Catholic teachers in the Catholic seminary system there may be an additional benefit. Since sated funding first enriched the sunk panels of Ontario's Catholic school boards, a continuing chorus has promot "Catholicity." Sometimes this vigorouss like an exclusive claim to customary human values (such as kindness and understanding) or the suggestion that public instructs teachers are not allowed to teach values. Campbell's volume provides ample evidence that public education is seriously involved with morality, viewing teaching as a moral endeavour and its teachers as moral agents.

Richard Shields teaches in Hamilton.

...

Home