‘사회적 실천가’로서 교사
Teacher as Social Practitioner
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The purpose of this study is to explore a teacher as social practitioner. In order to study this, I focus primarily on the active or performative character of teaching. Teaching is itself a social practice in the sense defined by A. MacIntyre. That is, the teaching involves internal goods and standards of excellence as well as obedience to rule. Therefore the teacher is social practitioner. The teacher as social practitioner has some educational aims constructed by himself or herself and endeavors to sustain them. And the teacher efforts to share the educational aims with others. The teacher as social practitioner has to record teaching activities and make subject matter for himself or herself. The teacher has to cultivate some moral virtues, and to construct a community of teachers.
Abstract
The purpose of this study is to explore a teacher as social practitioner. In order to study this, I focus primarily on the active or performative character of teaching. Teaching is itself a social practice in the sense defined by A. MacIntyre. That is, the teaching involves internal goods and standards of excellence as well as obedience to rule. Therefore the teacher is social practitioner. The teacher as social practitioner has some educational aims constructed by himself or herself and endeavors to sustain them. And the teacher efforts to share the educational aims with others. The teacher as social practitioner has to record teaching activities and make subject matter for himself or herself. The teacher has to cultivate some moral virtues, and to construct a community of teachers.
참고문헌 (31)
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