In the profit-above-all-world of digitization and automation, אתיקה ואופי המקצועיות נראות נדון ותחת התקפה מכל הכיוונים. האם הרובוטים החדשים בשכונה מספקים את אותה מומחיות אינטליגנציות מרובות שאנו מצפים מומחי אדם? What can be done to preserve and strengthen the quality of our professions?
ב חלק 1 of our three-part Blog Mini-Series, In Search of אתיקה מקצועית with Professor Howard Gardner, he focused on problems faced by all the professions in a changing world. ב חלק 2, his emphasis was on the nature of education as a domain and the ethics involved in that profession. In the third and final part of our Blog Mini-Series, Howard will talk about how he believes people in any line of work can become both ethical professionals and excellent citizens. He will specifically discuss what we can do to improve the quality of the education profession.
Professor Howard Gardner of the Harvard Graduate School of Education has received numerous honors throughout his lifetime including a MacArthur prize fellowship; he has honorary degrees from many universities around the world, and has been named one of the 100 most influential intellectuals by Foreign Policy and Prospects magazine for his work in the study and exploration of the theory of multiple intelligences. He directs The GoodWork™ Project, a large scale effort to identify individuals and institutions that exemplify good work.
הווארד, how do you define excellence and apply it to human endeavors?
While my own energies have focused recently on ‘the professional ethicist,’ my colleagues and I have been working for twenty years on the issues of what it means to be a good worker, אזרח טוב, and a good person. Though these phrases may sound similar to one another, we consider these to be separate realms. An individual can be an exemplary worker and a lousy neighbor, או להפך.
בדברו על השגת מצוינות כעובדים ואזרחים, אנו מתייחסים של השלוש E: אקסלנס, אירוסין, and Ethics. Those who embody the triple helix of the three E’s (ENA, we whimsically call it) know their subject excellently, be it a profession or their civic duties; they are engaged, they care about that realm; when faced with a difficult challenge, they try to do the right thing, the ethical thing; and when they fail, as all of us inevitably do, they reflect on what can be done better next time.
Do you think being a good citizen ever gets in the way of being a good worker or vice versa?
I certainly hope that being a good citizen does not get in the way of being a good worker or a good parent. And when we have exemplary role models, לדוגמא, teachers or parents who embody all three of the “goodnesses”, we are very fortunate. But I have to stress that we cannot assume that one “טוּב לֵב” takes care of the others. I consider Mahatma Gandhi and Martin Luther King Jr. as amazing leaders and citizens; but neither of them served as a good role model with respect to family affairs. And we know from art and literature that many villains at work or in high office are admirable family members.
So what can we do to increase the likelihood of Educators becoming professionals and of their practicing their profession in an ethical manner?
To begin with, no one can make or deny a group of workers the status of a professional. It is up to the individuals themselves to demonstrate that they have a set of skills and a set of values that make them indispensable to a society. That is what has happened with respect to pre-collegiate education in some nations in northern Europe and East Asia, but it has yet to happen on a large scale in the United States. Put in terms of the three E’s, we need educators who are knowledgeable, עוסק, and dedicated to ethical decision-making and behavior.
How do we attract individuals of high quality and of the right qualities to the Education profession?
The best way to do this is to have a viable and attractive career path, to reward those who excel. This process begins with the highlighting of places, whether in the US or abroad, where teaching is seen as an attractive profession including sensitive and profession-appropriate measures of which candidates are promising; excellent training given over a number of years, without candidates having to acquire significant debt; placement of apprentice teachers in settings where they can be expertly inducted into the profession; expert and appealing professional development where teachers feel that they are continuing to acquire new and needed skills; and career paths that are multi-faceted and rewarding.
הבא, we need to call attention to individuals who embody the best of the professions, try to understand how they have achieved that status, and draw on those lessons in the education and nurturing of future generations of professionals. We need educational heroes and we need the full range of educators to emulate them and to aspire to join their ranks.
לאחר מכן, uncomfortable though it may be to do so, we need to identify and explain why some educators do not behave as professionals. And if they continue to behave in a non-professional manner, they should be removed from the ranks of educators. Such ‘dis-barring’ occurs in law and medicine; ו, in a less formal way, it occurs as well in journalism and in the professoriate.
לבסוף, and importantly, we should honor those individuals, whether or not they have degrees or certification, who behave like professionals. We all recognize when someone in a school, be it the person who empties the waste paper basket or who sits at the entrance to the building does the right thing in the right way. We should appreciate and honor such professionalism. I hope that I will never live in a world where the phrases, “He is a real professional”, או “She behaves like a true professional”, have lost their meaning. או, to put it positively, I want to live in a world where we point to someone with admiration and say, “She is a consummate professional.”
(All Photos are courtesy of Shutterstock and CMRubinWorld)
הצטרף אליי ולמנהיגי מחשבה מוכרת בעולם כולל סר מייקל ברבר (בריטניה), DR. מיכאל בלוק (ארה"ב), DR. ליאון בוטשטיין (ארה"ב), פרופסור קליי כריסטנסן (ארה"ב), DR. לינדה דרלינג-Hammond (ארה"ב), DR. MadhavChavan (הודו), פרופ 'מיכאל Fullan (קנדה), פרופ 'הווארד גרדנר (ארה"ב), פרופ 'אנדי הארגריבס (ארה"ב), פרופ 'איבון הלמן (הולנד), פרופ 'קריסטין Helstad (נורווגיה), ז'אן הנדריקסון (ארה"ב), פרופ 'רוז Hipkins (ניו זילנד), פרופ 'קורנליה הוגלנד (קנדה), הכבוד ג'ף ג'ונסון (קנדה), גברת. שנטל קאופמן (בלגיה), DR. EijaKauppinen (פינלנד), מזכיר המדינה TapioKosunen (פינלנד), פרופ 'דומיניק לפונטיין (בלגיה), פרופ 'יו לאודר (בריטניה), לורד קן מקדונלד (בריטניה), פרופ 'ג'ף מאסטרס (אוסטרליה), פרופ 'בארי McGaw (אוסטרליה), שיב נדאר (הודו), פרופ 'R. נטריגין (הודו), DR. PAK NG (סינגפור), DR. דניז אפיפיור (ארה"ב), שרידהר ךאג'גופלן (הודו), DR. דיאן ראוויטש (ארה"ב), ריצ'רד וילסון ריילי (ארה"ב), סר קן רובינסון (בריטניה), פרופ Pasi Sahlberg (פינלנד), פרופ Manabu סאטו (יפן), אנדריאס שלייכר (PISA, OECD), DR. אנתוני סלדון (בריטניה), DR. דוד שפר (ארה"ב), DR. קירסטן Immersive Are (נורווגיה), קנצלר סטיבן ספאן (ארה"ב), איב Theze (LyceeFrancais ארה"ב), פרופ 'צ'רלס Ungerleider (קנדה), פרופ 'טוני וגנר (ארה"ב), סר דייוויד ווטסון (בריטניה), פרופסור דילן Wiliam (בריטניה), DR. מארק Wormald (בריטניה), פרופ 'תיאו Wubbels (הולנד), פרופ 'מייקל יאנג (בריטניה), ופרופ 'Minxuan ג'אנג (סין) כפי שהם לחקור שאלות חינוך תמונה הגדולות שכל המדינות מתמודדות היום.
גלובל החיפוש לחינוך עמוד קהילה
C. M. רובין הוא המחבר שתי סדרות מקוונות רבים קוראות שלהיא קיבלה 2011 הפרס אפטון סינקלר, “גלובל החיפוש לחינוך” ו “איך וויל אנחנו קראו?” היא גם מחברם של שלושה ספרים רבי מכר, כולל אליס בארץ הפלאות Real, הוא המוציא לאור של CMRubinWorld, והוא משבש קרן עמית.
עקוב C. M. רובין בטוויטר: www.twitter.com/@cmrubinworld
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