教師観の変遷と教職の専門性
1966 年 1966 巻 13 号 p. 18-34
詳細
1966 年 1966 巻 13 号 p. 18-34
The definion of a teacher and his proper task is not one and the same in all places and in all times; different societies in different ages demand different definitions. As the human society grows increasingly civilized, the structure of society and the set of values underlying it accordingly undergo certain changes, and these changes in turn ask for the modification of the idea about the nature and significance of a teacher's work. What has brought about the successive evolutions of educational ideals from the Ancient times, through the Middle Ages, to the modern times, is after all nothing but the development of human civilization in general. In short, the fundamental factor determining a particular type of the conception of a teacher's work is the system of values presupposed in a particular society.
Now what should be our own definition of a teacher and his work in this democratic society? Some answer that a teacher is a ladourer in the same sense that a factory-worker is one. Some think that he is a specialist, an expert in the technique of education. According to others he is simply an employee, and there is even such people as assert that he is a craftmen. Perhaps we have to say as the true definition that his work is a highly specialized work that is expected to fulfill a widely social and cultural function. In this sense a teacher's profession belongs to the same category as those of a lawyer or a doctor. Besides, his task is very unique to the extent that it can never substituted by any other profession.
The purpose of this article is to show the theoretical bases of this uniqueness of a teacher's work and to demonstrate the position he occupies and the duty he is to fulfill in this democratic society of ours.
