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Teacher Professional Ethics from the Perspective of Martin Buber's Ethical Philosophy
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Abstract: (2233 Views) |
Background: Observance of professional ethics by teachers and educators plays a very important role in creating a favorable ethical climate in the educational environment. Teachers' professional ethics have been discussed from numerous philosophical perspectives. In the meantime, one of the philosophers of existentialism who is particularly concerned with the issue of ethics in the human world and the "person" of man is Martin Buber. He believes that ethics can be influenced by one's relationship with oneself. Therefore, the purpose of the present study is to draw on ethical and value principles based on Martin Buber's perspective on the philosophy of ethics and human relation to self, to guide the professional ethics of teachers and teachers in the field of teacher-self communication.
Conclusion: In the light of unifying capability as the principal ethical resource, other principles of teachers' professional ethics are guided in a real way. In Buber's thinking, the teacher's "moral" and "professional" duties, and his "educational" and "educational" roles, are fully intertwined and have essential unity. "Profession" is also an important part of the teacher's existence and life, and the true success of the teacher in the profession will pave the way for the realization of his existential perfection. Guides drawn from Buber's ethical theory in the area of teacher-to-teacher communication can help teachers in the process of constructing their own ethical and professional desires and identities, and by helping to broaden teachers 'horizons and improve teachers' perceptions, effective and effective communication with teachers and themselves. To facilitate their students.
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| Keywords: Philosophy of ethics, Teacher professional ethics, Teacher relationship with self, Martin Buber, Existentialism |
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Full-Text [PDF 363 kb]
(1024 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2020/04/8 | Accepted: 2020/06/12 | Published: 2022/08/28
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