David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 12 (3):182-186 (1983)
Abstract The topic of this paper derives from a wider concern with the notion of the sincerity of the teacher ?? with how the teacher should be in the teaching relationship. An attempt is first made to elucidate some of the prescriptive elements both within the concept of ?education? itself and empirically within the educational enterprise. These elements are used to point towards the essential directiveness of the teacher's role and to some of the pedagogical implications this may be thought to have for teaching. The central issue is whether the prescriptivity of education and the directiveness of the teacher's role requires the teacher to be a model for the pupils? In order to answer this question more adequately some attention is given to the concept of a model and to the sense or senses in which this needs to be understood within the context of the classroom. A brief reference is made to the possible effect such modelling may have upon the individuality of the pupil and a fuller reference is made to the implications it may have for the idea of the neutral teacher
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