Indoctrination Revisited: In Search of a New Source of Teachers’ Moral Authority
(주)학지사
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- 2015.03.25
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- 2003.01
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서지정보
ㆍ발행기관 : 한국교육학회
ㆍ수록지정보 : 교육학연구
ㆍ저자명 : Duck-Joo Kwak
목차
1. Introduction: What is the Moral Nature of Teaching in our Teaching?
2. Concept of Indoctrination: Two Contrasting Views
3. Conclusion: Authenticity as a New Source of Moral Authority
A Response to “Indoctrination Revisited: In Search of a New Source of Teachers’ Moral Authority” (Gicheol Han)
Reflections on Quest for a Source of Teachers' Moral Authority (Eun-Joo Yang)
영어 초록
These days there seems to be a controversy over the issue of whether teaching is “a
practice” or not in MacIntyre’s sense,1 a practice defined as “any coherent and complex
form of socially established co-operative human activity through which the goods
internal to that activity are realized in the course of trying to achieve those standards of
excellence which are appropriate to and partly definitive of, that form of activity.”2 The
crux of this controversy, whether we agree with the idea of teaching as a practice or not,
has to do with a painstaking search for the moral nature of teaching in an increasingly
disenchanted post-liberal culture. In today’s schools, in which teaching is seen as a job,
rather than a vocation, and especially in a public institution, teachers tend to be
expected to play a professional role assigned by the institute as a means of service to
the public (students or community) for its welfare.3 In other words, what is at stake in
this controversy may be a tension regarding the nature of teaching between a view of
teaching as institutional and professional and one of teaching as human and moral.
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