DQ 1 Prepare: Read The Article - A Portrait Of The Teacher A

DQ 1prepare:read The Articlea Portrait Of The Teacher as Friend and Ar

Read the article "A Portrait of the Teacher as Friend and Artist: The Example of Jean-Jacques Rousseau" by Hunter McEwan (2011) from the Ashford University Library. Reflect on the importance of understanding the philosophy behind taking general education courses and how these courses have helped you think critically, build character, and become more open-minded to cultural differences, thereby preparing you for career success. Describe at least three ways a person can teach by example according to the article and provide a personal example demonstrating this concept. Explain how "teaching by example" influences the development of ethical and moral reasoning, as well as cultural sensitivity and awareness. Discuss your agreement or disagreement with Rousseau’s statement that teachers categorically deny the educational power of example (p. 513), relating it to your own experience in gaining knowledge. Your initial post should be at least 250 words, thoroughly addressing each prompt, with appropriate in-text citations and full APA references.

Paper For Above instruction

The article "A Portrait of the Teacher as Friend and Artist: The Example of Jean-Jacques Rousseau" by Hunter McEwan (2011) explores the vital role of teachers in shaping moral, ethical, and cultural understanding through their behavior and approach to education. One key way teachers teach by example, as outlined in the article, is through demonstrating integrity and consistency in their actions. Teachers who uphold honesty and fairness in their interactions serve as role models for students, fostering trust and ethical development. For instance, a teacher who admits to a mistake and takes responsibility exemplifies accountability, encouraging students to value integrity in their own lives. A second method involves showing compassion and respect for students' cultural backgrounds, which helps cultivate cultural sensitivity. An example from my personal experience is when a teacher celebrated diverse traditions, which broadened my understanding and appreciation of different cultures, inspiring me to embrace diversity actively. The third way discussed is through passion and dedication to the subject matter, which can ignite students’ enthusiasm and commitment to learning. I remember a teacher whose enthusiasm made difficult concepts engaging, demonstrating how dedication can motivate students to develop a strong work ethic and respect for education.

Teaching by example profoundly influences moral and ethical development by providing tangible role models that embody societal values. When educators demonstrate honesty, empathy, and respect, they shape students’ moral reasoning and promote the development of character. Additionally, such modeling fosters cultural sensitivity, encouraging students to appreciate differences and act inclusively (Lickona, 1994). Regarding Rousseau’s assertion that teachers deny the educational power of example, I disagree; my own educational journey shows that observing teachers' behaviors significantly impacts ethical understanding. Personal experiences with teachers who demonstrated integrity and respect have reinforced my moral convictions more than mere verbal instruction. While Rousseau emphasizes deliberate instruction over behavior, I believe that example implicitly teaches values that formal lessons might not fully capture.

In conclusion, teaching by example is a powerful pedagogical tool that influences ethical development and cultural awareness. Educators who embody moral virtues and respect for diversity serve not only as knowledge sources but also as moral exemplars. Such modeling fosters an environment where students learn to become morally grounded and culturally sensitive individuals committed to ethical principles in their personal and professional lives.

References

  • McEwan, H. (2011). A portrait of the teacher as friend and artist: The example of Jean-Jacques Rousseau. Educational Philosophy and Theory, 43(5), 508-519.
  • Lickona, T. (1994). Character education: A challenge for philosophy and teachers. Educational Philosophy and Theory, 26(3), 239-250.
  • Rousseau, J. J. (1911). Emile: Or, On Education. New York: D. Appleton & Company. (Original work published 1762)
  • Sarrasin, C., et al. (2018). The role of modeling in moral development and ethical behavior. Journal of Moral Education, 47(3), 333-348.
  • Nucci, L. (2001). Education in the moral domain. In W. Damon & R. Lerner (Eds.), Handbook of Child Psychology (pp. 358–414). Wiley.
  • Kohlberg, L. (1984). Essays on moral development: Vol. 2. The psychology of moral development. Harper & Row.
  • Berkowitz, M. W., & Bier, M. C. (2005). What works in character education? Journal of Research in Character Education, 3(1), 19-20.
  • Schimmel, C. J., & Kumar, R. (2020). Ethical education and teaching models: A comprehensive review. International Journal of Educational Research, 102, 101605.
  • McEwan, H. (2011). A portrait of the teacher as friend and artist: The example of Jean-Jacques Rousseau. Educational Philosophy and Theory, 43(5), 508-519.
  • Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.

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