Volume 3, Issue 3 (September 2021)                   Iranian Evolutionary and Educational Psychology 2021, 3(3): 357-365 | Back to browse issues page


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Ahmadgholami M, Heidari M, Bakhtiar Nasrabadi H. Reflection of Buber's Moral Perspective on Teacher Professional Ethics: Teacher-Student Communication Area. Iranian Evolutionary and Educational Psychology 2021; 3 (3) :357-365
URL: http://ieepj.hormozgan.ac.ir/article-1-337-en.html
1- Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2- Departmant of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
Abstract:   (2148 Views)
Teachers in modern societies have a model and identity function, and a professional and ethical mission to achieve the perfection of students. The aim of this research was to deduce guidelines for the professional ethics of teachers in the area of teacher-student communication according to the moral principles from Buber's point of view, because Buber pays special attention to the issue of ethics in human relations. The research paradigm was qualitative. The data collection method was documentary and a descriptive-interpretive approach was used to analyze the data. In order to provide guidance for each of the eight principles of teacher professional ethics, the inferential method was used. The results indicated that in the light of the unifying ability of the final moral criterion, the basic orientation of other principles of ethics of the teaching profession is correctly determined. In teacher ethics, Buber assigns a real position and weight to each of the "two poles of teacher and student"; In a way, the reflection of Bobri's "I-you" relationship in educational processes significantly reduces the conflicts between educational principles, and in the relationship between teacher and student. In the area of teacher ethics, we can emphasize the positive concepts of Buber thought, which are the "moral virtues". In the current situation in which formal education systems and their derived curricula encourage impersonality and alienation in the relationship between teacher and student, teacher action based on Boobri moral virtues can facilitate the process of building students 'personal identities. It also fosters the teachers' personal and professional integrity.
Full-Text [PDF 389 kb]   (214 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/02/11 | Accepted: 2021/07/1 | Published: 2021/09/1

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