On the Sources of Teacher Authority From the Perspective of Political Philosophy
Abstract
RESEARCH OBJECTIVE: The aim of this article is to analyze selected sources of teacher authority, with particular emphasis on the perspective of political philosophy.
THE RESEARCH PROBLEM AND METHODS: The basic research problems were the process of changing the sources from which the teacher’s authority derives its justification and the educational consequences of this change. The method of hermeneutic text analysis was used.
THE PROCESS OF ARGUMENTATION: Hannah Arendt’s reflections on the relationship between authority, responsibility, and education were taken as a starting point. Next, Chantal Delsol’s metaphors of the demiurge and the gardener, describing two basic types of human-world relationships, were used. The attitudes characterizing the gardener and the demiurge were compared. The analyses were completed with Eric Voegelin’s reflections on political gnosis and the three classical sources of authority. Examples and consequences of gardening and demiurgic relationships were presented, with particular emphasis on the sphere of education.
RESEARCH RESULTS: Philosophical and cultural causes of the growing disappointment with contemporary education were identified, and sources of possible educational optimism were pointed out.
CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: It has been shown that treating education as a productive activity (techne) is a significant source of the crisis of teacher authority. A more complete understanding of the causes of this crisis and the associated disappointment with education will broaden teachers’ self-knowledge and improve educational practice.
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