Name

NIM
Class
Subjects

: Fibie Liona Pangaribuan

: 2113121027
: Regular A 2011
: Ethics
TEACHING AND EDUCATION

Fundamental Assumptions and Basic Questions

There are three assumptions appear regarding to teaching activities and ethics:
a. Teaching is a professional activity
b. Any professional enterprise is deeply implicated in ethical concerns and
considerations
c. Teaching is also an enterprise which is deeply and signficantly implicated in ethical
concerns and considerations.
All of these assumptions are true, but we have to know the basic concepts of
teaching and education. The question that can be raised is whether the professional
status of teaching is identical to or different from the professional standing of
education. In fact, teaching and education is not the same thing, but they are related in
particular ways. This chapter will elaborate more about the relationship between them
and how teaching and education deals with ethics.
Teaching and Skill
Generally, the term teaching is known as the activity in which human beings
engage. The definition shows clearly that teaching is different from the term
education, which has the larger scope than teaching. For example, one can say Dont
interrupt me while Im teaching but not Dont interrupt me while Im educating.
The purpose of teaching is to bring about learning.
The terms teaching sometimes cause educational confusion. When we say X is
teaching Y, it is possible that Y could be persons or subjects. It is important to see, all
the same time, that such ways of speaking are really contractions.
Learning process has to deal with the change of behaviour. Since animals and
human mind can be changed without any kind of learning, it is concluded that
learning is a matter of the acquisition of knowledge, understanding and skills
behaviourally construed. In other words, teaching is a mastery of further skills in
production of learning somehow construed. As a professional activity, teaching should
concern more about how teaching itself can lead to the specifiable practical skills.
There are two major things that should be devoted. Firstly, that all qualities or
capacities needed to pursue the given occupation are not as learned skills. Some
activities dont require any natural endowments to success in. In this aspect, there is
still a question whther teacher is made or born. Secondly, certain key qualities are
needed for professional or other occupational purposes, which is defined as skills.

 Towards a Philosophical Psychology of Teaching

Some people believe that teaching needs such kind of technical skills suitable
for learning process itself, lke the lesson presentation, classroom organisation, and
pupil management. The technical rule of teaching is not neglected in this case, but this
kind of approach will only make the teaching activity become lifeless and uninspired.
Teacher should have an ability like an artist, which means that a teacher has creativity
and imagination in the process of teaching. This kind of teaching will make the
teaching process more likely to be an art performance rather than a technical skill.
There are two different respects in which qualities of pedagogical expression
and imagination depend on personality and personal characteristics. First, although
the creativity and imagination can be developed, it is possible to help realise
expressive potential or to assist someone who is already imaginative to become more.
A good teacher is the one who can fit himself pedagogically or interpersonally in the
particular circumstances of education. However, the teacher cannot turn himself as an
artist completely. There are still several limits in exploring their creativity or
imagination. It is called th normative and evaluative constraints on teaching.
A good teaching is not just teaching which is effective or personally attractive,
but also success in promoting the moral, psychological and physical well-being of
learners.
Concepts of Education: Profession and Vocation
Vocational Conceptions
Vocational conceptions is one out of two concepts appear regarding to the
concepts of education. Teacher with vocational conceptions turns on the idea of
significant continuity between occupational role and private value of concerns. The
teachers see themselves as people whose lives are totally given over to the service of
others. They try to give their best to to pupils and the society as their accountability to
public. Some occupations that can be seen as vocations are nurse, doctors, and
teachers.
One weakness of this conception is the low financial reward or salary given to
this kind of teacher. Vocations teacher are viewed as volunteers that will work with
pleasure without any willingness to be paid in the high or standard financial system.
Most people see that raising the salaries of vocations will attract the wrong kind of
people. There will be the change from doing something because of the vocation into
anything else, more likely because of the money.
At a near opposite extreme to the caring vocation conception of teaching,
however, we find a very much more exalted high church vocational view, one which
seems motivated more by comparison of teaching with the ministry. On this view, the
teacher is conceived as the representative of a specific set of civilised standards and
values predicated on a traditionalist idea of education as the transmission of culture
from one generation to the next.
Still within the broad ambit of vocational conceptions, however, the
traditionalist cultural custodian view of teaching can be contrasted not only with
child-minding conceptions of education, but also with the social remedial or
personal therapeutic educational approaches of many educational progressives and
radicals. One reason for including such views among types of vocationalism,

moreover, is that a certain anti-professional stance has been a recurring theme of such
radicals.
Professional Conceptions
Teachers with professional conceptions are more likely to distinct the private
annd personal, the public and professional, and to define the occupation of teaching in
terms of prescribed skills and rules of conduct. The conceptions of professionality
appear in order to be neutral since there are so many cultures and values applied in
the society. This conception is also a corresponding perceived need to develop a
professionality which observes a clear line between professional obligations and
personal commitments in the interests, among other things, of avoiding indoctrination.
That said, there would seem to be, as in the case of vocational construals of education
and teaching, rather different available conceptions of educational or teacher
professionalism. By exploring various possible comparisons of teaching with religious
ministry, nursing and social work, it may be helpful to examine different conceptions
of educational professionalism, via comparisons of teaching with other familiar
occupations and services. In this connection, we may first observe an important
distinction of modern treatments of this question between restricted and extended
professionalism.
Restricted teacher expertise is taken to follow from familiarity with national or
local policy guidelines and mastery, probably more in the field than the academy, of
technical skills. The responsibilities of restricted professionals are therefore almost
exclusively defined in terms of technical competence, and more or less direct
accountability or conformity to the requirements of external authority. On the other
side, extended professionalism also take to be characteristic of narrow competencebased programmes of teacher training.
Analogies With Teaching: Similarities and Difference
Based on the analogies brought previously given about the comparison of
occupation among nurse, doctor, priests, social workers or therapists, we can assume
that no one of these occupations has the exact similarity with teachers. For example,
we can see in nursing, they do their professionalism by helping and caring, while the
teachers job is to train and instruct. However, there is also similarity, such as lawyer
and client. It is similar with the relationship of the teacher and the students.
Furthermore, if we do the comparisons between the teaching world and the
business world, there can be no doubt that the management of modern schools is a
complex fiscal and administrative matter which may stand to profit from lessons from
the business world. Moreover, there is much to be said for the view that schools do
need to be more mindful than they may formerly have been of the best hopes and
aspirations of parents for their children, and to be appropriately accountable to the
practical needs and interests of the wider community and economy.
Traditional cultural custodian, which makes the teacher stands as the role
model, and professional teacher, which makes the teacher more neutral and separate
the professional and personal things, are the basic ways in teaching conceptions that
should be bore in mind as educational system. However, these two types of
conceptions are still questionable, and a deeper analysis is needed in solving this
problem.