Teachers play a significant role in instilling knowledge into their students. Teachers just like every other individual have their personal views on issues they teach and knowledge they pass to their audience. Educators being people of opinion suffer from the dilemma, this is seen in regard to how knowledge should be passed and in what form. Are teachers supposed to teach their students and give information that is contrary to their views? Should educators provide their individual view of things to their students? Teachers find themselves in positions where they are required to teach things that they do not believe in or even hold a different opinion.
Some teachers who mostly teach issues of controversy, as well as matters of persuasive argument, find themselves trapped in this debate between opinion and laid down facts. Some people have tried to argue this contentious issue each giving valid reasons to prove the reasoning behind their standpoints. Some individuals who are of the thought that teachers should follow the laid down facts claim that it is for teachers to develop and adopt an ethical and moral reasoning away from their personal opinions. On the other hand, some teachers see it at their obligation to instill their view of things to their students. All in all, taking into consideration that students come from various backgrounds, a general ethical, moral reasoning should be adopted to reduce friction between people who hold different opinions (Macfarlane, DesJardins and Lowry 49)
Teachers should observe restraint and refrain from using classrooms as a stage to advance their personal beliefs. Personalities are of the viewpoint that coaches should use their platform as educators morally to teach issues as they are covered in a given educational curriculum. Teachers are encouraged to approach every issue to be discussed with objectivity at the same time observing the correct classroom ethic. Every individual teacher should act as a moral practitioner and serve their students to the point where the educator exhibits moral virtues in line with their training (Hytten 6).
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Teachers should be able to prove that they are morally upright to their students by adopting behaviors that are acceptable in a classroom setting. These acts include information passed from the teacher to their students. In line with this belief, teachers should strive to teach the laid down facts and avoid being advocates driving a specified social or political ideology. In observing ethics in the teaching practice, teachers should position themselves in line and be guided by the laid down educational curriculum and set of facts available to avoid misleading their students. Students come from different family backgrounds each of whom hold dear at various sets of beliefs. The educational system takes these facts into consideration while developing a set of rules to guide how information should be passed to learners.
The system advocates that teachers should avoid opinion bias but in turn adopt a more inclusive way of teaching. Teachers as educationalists should expose their students to all views of a problem rather than shield their learners from error (Brady 56). This system is adopted since it is seen that a person who knows only one his side of the case knows less. Students should, therefore, be exposed to all views associated with a given subject and left to decide on what they should believe. The educational fraternity is of the opinion that students who are not taught and made verse with all worldviews are exposed to an incomplete set of data.
The main job teachers are tasked with is to offer complete data therefore in offering their opinion, they are not doing the duty they signed up to when they took up teaching as a career. Teachers are advised not to force their personal beliefs on their students since some beliefs some teachers may hold may affect the role education is supposed to play. These beliefs may play a role in filtering down the Impact teachers have on their students.
Beliefs concerning the nature of gaining knowledge and subsequently the process of knowing things may be affected by this. Some of these beliefs may include what criteria is acceptable to know how valid and measure the value of different types of knowledge. This may work contrary to what was intended while formulating education thus the set-out goal of education will not be achieved. When teachers are trying to identify their personal epistemological orientation, educators should ask themselves the question if knowledge is usually singular or multiple (Davis and Andrzejewski np). They should be able to know if education should be consistent or if there should be room for contradiction.
Teachers should know what and what cannot act as a source for knowledge; either the teacher or the society. On the other side, some teachers believe that it is not their obligation to exploit the stage provided to advance their opinions to their audience whether religious, social or even political. Nevertheless, teachers who pass their opinion on how they view the world to their audience are considered to be more honest. They also hold to the opinion that by giving an opinion of what their take is demonstrated more concern for their students as compared to educators who offer a broad view of things. With this argument in mind, they see that they are more credible to their audience since they show concern. Educators who offer general views of things are perceived to offer minimum involvement to their students since all matters discussed in these classes are general and no opinion is expected to be derived from these discussions (Helweg 22).
This. In turn, reduces students to mechanical beings who are only supposed to hold on to a general description of things thus not involve critical thinking of students. Consequently, teachers who are not seen to push their boundaries and go beyond the mere rules are viewed as not interactive with their audience both in class and outside the classroom environment. In conclusion, it is apparent that teachers observe restraint and refrain from using their lecture rooms as stages of advancing personal bias. To minimize this, teachers are advised to adopt moral and ethical reasoning while dealing with their students. Teachers are some of the biggest influences to the characters of their students. With this in mind, teachers should therefore observe and conduct themselves in line with the laid down ethical perspectives. They also should adopt neutrality when teaching their students matters that may be contentious. This is achieved by completely separating the self from their teaching. They should suppress their personal opinions to reach the set-out objective. To do this, they should offer all views to their students and leave them to use their judgment to come to appropriate conclusions.
