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ERIC Number: ED344849
Record Type: Non-Journal
Publication Date: 1989-Jun
Pages: 13
Abstractor: N/A
Reference Count: N/A
Educational Philosophy and Teacher Empowerment.
Greene, Maxine
The paper examines the relationship between teacher empowerment and educational philosophy, noting questions regarding the corporate and technological demands on schools as well as questions about liberal education, cultural literacy, pluralism, perspectivism, and multiplicity. It stresses the importance of teachers reflecting on their work in order to have freedom in relation to what they do. The paper suggests an educational philosophy that says too little about lived experience and relationships, and whose standpoint is too constricted. Teachers confronting their own helplessness under the weight of bureaucratic supervision and control may ask themselves about their sense of being manipulated from without, wondering what it signifies in their vision of education. They must consider whether, in their powerlessness, they intend to teach for communities of the competent or communities of citizens. They must ask whether they can think relationally and be connected in a social world. Teachers willing to confront the questions that philosophy poses rather than simply remake the familiar are likely to become explorers and interpreters rather than transmitters of received ideas. Through their teaching, they can create a sense of authorship in the world. Teachers are always confronted with moral and ethical situations which require them to decide what is good and right and to nurture ethical sensitivity in students. They must confront the moral challenge facing society in order to avoid a world that is comfortable but that denies what is decent and humane. They can do something about the desire to submerge in a comfortable life, the tendency to believe blindly, and the dedication to profit. (SM)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A