Reclaiming an integrated view of teaching

다국어 초록 (Multilingual Abstract)

In this paper, I challenge technical excesses in the dominant approach to teaching, which mainly concerns the evaluation of schooling as well as teaching on the grounds of its instrumental outcomes. In challenging the dominance of this technical view of teaching, however, my attempt is not to exclude the technological view but to reclaim an integrated view of teaching which includes paying attention to the primacy of moral dimension in teaching. The primacy of moral dimension in teaching can be explored from various aspects such as the practice of teaching itself, the teacher-student relationship and the ethical responsibilities of teaching, teacher professionalism, and accountability. In exploring the moral dimension of teaching, the focus of this paper is on the practice of teaching itself, the teacher-student relationship and the ethical responsibilities of teaching.
There is increasing interest in the educational reform movement for schooling as well as teaching in our society. I notice that this interest mainly focuses on the instrumental role or outcomes of schools and of teaching in a competitive framework that centers on tests and test performance. Largely missing from the ongoing debate is a proper deliberation on the moral dimensions of teaching and schooling. The very problems now arising in our schools cannot be solved from a technical standpoint because more of those problems require moral deliberation. For recovering confidence in our schools, it is necessary to make much of moral deliberation in education as well as in teaching. This argument may offer suggestions for the educational reform movement in our society to address the problems of irresponsibility and the lack of quality in teaching that now bring discredit on schooling in our society.

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