The Ethical Teacher

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Reflection is a necessary component of everyday life, as well as the growth an individual makes within their profession. This concept remains true for teachers who, due to the particular changes they must make in order to meet the fluctuating needs of both their students and society, are perpetually connected to reflection. Beginning with John Dewey, during the late nineteenth and early twentieth centuries, numerous scholars have articulated their viewpoints concerning the positive and negatives impacts of this reflective teaching, in addition to its influence on the moral dilemmas faced by educators. One of these people, Elizabeth Campbell, asserts her perspectives throughout her text, The Ethical Teacher, wherein she describes the…show more content…
25). The most critical attribute of a teacher’s character can be debated, but I believe that it is vital for educators to be honest. In his book, The Passionate Teacher, Robert Fried (2001) supports this idea, as he utters “kids respond to the kind of honesty that shows [teachers are] not afraid of them” (p. 143), “but they have to be convinced that [the teachers] are sincerely interested in them” (p. 146). Obviously, the quality of honesty is crucial in education. Despite the importance of honesty, it is imperative for educators to possess an assortment of positive characteristics that form their character. Furthermore, along with endless conscious and subconscious reflection, teachers with a positive character can have a favorable impact on their students, schools and communities. As Campbell (2003) explains, “the ethical teacher is, by necessity, and ethical person” (p. 23) and, regardless of the moral dilemmas they might face, ethical teachers constantly cultivate ethical knowledge through their awareness, understanding and acceptance of the demands of moral agency.
Throughout my years of teaching, and my discussions with various educators, I recognize the usefulness of active teaching and educational reflection. Elizabeth Campbell agrees with this perspective throughout her book, as she expounds how ethical knowledge is comprised by moral dilemmas and complexities that routinely challenge teachers. Correspondingly, I
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