MODULE OUTLINE
Modern Liberal Arts
University of Winchester
Semester 2 2015-16
LA 3012 Philosophy of the Teacher
Friday 12:30-2:30 MC107
Rebekah Howes
Module Learning Outcomes
Show an ability to employ theorists critically in relation to issues
Show an ability to use concepts as critical tools in discussing issues and questions as
appropriate
Show an ability to employ theoretical perspectives as critical tools
Therein, to develop a critical voice informed and deepened by appropriate use of theory as
critique.
Sustain a critical relationship to ideas related to a philosophy of education and teaching
Difficulties are what show men’s character (Epictetus, 2004, p. 46).
Let us be prepared for some kind of dilemma (St. Augustine, 1957, Book 3, 31, p. 73).
The dignity of the commandment is according to the dignity of the commanded (Bacon, 1950, p. 56).
Doctrine should be such as should make men in love with the lesson, and not with the teacher
(Bacon, 1950, p. 154).
Learning brings pain (Aristotle, 1981, p. 462).
Introduction
In Power of the Teacher, we were faced
with some intractable problems concerning
the theory and practice of the teacher and
its wider implications for education. At
times we were left little hope that
education and the power and authority of
the teacher could be anything other than an
ideological bourgeois practice. But we also
saw how some have sought pedagogical
theories and practices that would liberate
or emancipate students (and teachers) from
their determination within ideological and
oppressive relations of power. The dilemma
we continued to come up against was this.
Teachers who want to change society for
the better inevitably seem to have to
impose their vision of what is best onto
students. Teaching for freedom seems to
contradict and oppose that freedom. And
so we find ourselves back in the problem of
authority. What is the teacher to do?
The problem is deepened further if the very
notion of dialectical experience is a contested one. What if, ultimately, dialectical education is
nihilistic? What does it mean to say that the teacher has only nihilism or dogma to offer? Is the
teacher justified in making students question everything, a negative form of teaching which gives
students little or nothing that is positive. How can one live one’s life if one doubts everything?
This module explores what we and the teacher can make of the dilemmas we face e.g that education
is counter-productive, or opposes itself; that the teacher might close down education rather than
open it up. We have to see if anything else can be learned from these doubts about teaching and
about education. Is there a place that education can speak contra nihilism? At stake here, amidst all
the paradoxes, will be the much neglected idea of the teacher as practising a vocation.
Weekly sessions/Readings/Wider reading
Week 1
Reading
Dostoevsky, F. (1992) Notes from the Underground, New York: Dover Publications, Inc.
Roberts, P. (2013) Happiness, Despair and Education, Studies in Philosophy and Education, vol. 32
Wider reading
Barratt, W. (1958) Irrational Man, Connecticut: Greenwood Press, Inc
Caygill, H. (1998) The Colour of Experience, London: Routledge, chapter 1
Kaufmann, W. (1975) Existentialism, From Dostoevsky to Sartre, London: Plume
Kierkegaard, S. (1965) The Last Years, Journals 1853-55 by Soren Kierkegaard, Collins
Hegel, G.W.F. (1977) Phenomenology of Spirit, Cambridge: Cambridge University Press
Marx, K. ‘Theses on Feuerbach’ no. 11, in Marx, K. (1974) Early Writings, Harmondsworth, Penguin, p
423.
Sartre, J.P. (2007) Existentialism and Humanism, London: Methuen
Steiner, G. ((2003) Lessons of the Masters, London: Harvard University Press
Tubbs, N. (1997) Contradiction of Enlightenment, Aldershot: Ashgate, pp. 101-106.
Tubbs, N. (2005) Philosophy of the Teacher, Oxford: Blackwell,
Gadamer, H.G. (1979) Truth and Method, London, Sheed and Ward, pp. 317-18.
Solomon, R.C. and Sherman, D. (eds.) (2003) The Blackwell Guide to Continental Philosophy, Oxford,
Blackwell, chapter 1.
Week 2 Negative education – Socrates and Kierkegaard
Reading
Kierkegaard, S. (1989) The Concept of Irony, Princeton, Princeton University Press, pp. 34-6, 175-8.
Kierkegaard, S. (1985) Philosophical Fragments; Johannes Climacus, Princeton, Princeton University
Press
Wider reading
Abbs, P. (1993) Socratic Education, University of Hull.
Abbs, P. (2003) Against the Flow, London: RoutledgeFalmer, pp. 72-9.
Blake, N. et al, (2000) Education in an Age of Nihilism, London: RoutledgeFalmer, chapter 12.
Fine, G. (1999) Plato 1: metaphysics and epistemology, Oxford University Press, chapters 1 and 2.
Hogan, P. (2003) ‘Teaching and Learning as a Way of Life,’ in Journal of Philosophy of Education, Vol.
37, No. 2, pp 207-223 (in library).
Kraut, R. (1984) Socrates and the State, Princeton University Press.
Jaeger, W. (1986) Paideia Volume II, Oxford University Press, chapter 2.
Nietzsche, F. (1968) The Birth of Tragedy (Kaufmann translation in Basic Writings of Nietzsche) New
York: The Modern Library, sections 12-16.
Nietzsche, F. (1982) ‘Twilight of the Idols’ (Kaufmann translation in The Portable Nietzsche) New
York: The Viking Press, pp 473-9.
Nussbaum, M. (1997) Cultivating Humanity, Massachusetts: Harvard University Press, pp. 15-28.
Plato, (1987) The Trial and Death of Socrates, Indianapolis: Hackett Publishing Company, trans.
The Apology can be read on line by following Plato at
http://classics.mit.edu/Browse/index.html
Rorty, E.O. (1998) Philosophers on Education, London, Routledge, chapter 2.
Scott, G.A. (ed.) (2002) Does Socrates Have a Method? Pennsylvania, The Pennsylvania State
University Press.
Stone, I.F. (1988) The Trial of Socrates, London, Picador.
Taylor, C.C.W. (1998) Socrates, Oxford University Press.
Vlastos, G. (1991) Socrates; ironist and moral philosopher, Cambridge: Cambridge Uni Press
Week 3 Nothing happens: from speculative to dialectical thinking
Reading
Habermas, J. (1982) The Entwinement of Myth and Enlightenment: Re-Reading Dialectic of
Enlightenment’ in New German Critique, No. 26, pp13-30
Rose, G. (1993) Judaism and Modernity, Philosophical Essays, Oxford: Blackwell Publishers 53-64
Wider reading
Arato A and Gebhardt E (1978) The Essential Frankfurt School Reader, Oxford, Blackwell.
Bottomore T (1984) The Frankfurt School, London, Tavistock.
Braaten, J. (1991) Habermas's Critical Theory of Society, New York, SUNY
Bronner S E and Kellner D M (1989) Critical Theory and Society, London, Routledge.
Brunkhorst, H. (1999) Adorno and Critical Theory, Cardiff, University of Wales, try chapter 2.
Dews, P. (ed.) (1999) Habermas: A Critical Reader, Oxford, Blackwell.
Habermas (1985) The Philosophical Discourse of Modernity, Cambridge, Polity Press, chapter XI
Held D (1980) Introduction to Critical Theory, California, University of California Press.
Horkheimer (1947) Eclipse of Reason, New York, Continuum.
Horkheimer (1992) Critical Theory Selected Essays, , New York. Continuum.
Jarvis, S. (2002) Adorno, A Critical Introduction, Cambridge, Polity Press, pp. 52-71.
Outhwaite, W. (1994) Habermas: A Critical Introduction, Cambridge, Polity, pp. 26-31.
Peukertruth, H. (1993) ‘Basic Problems of a Critical Theory of Education’, in Journal of Philosophy of
Education, vol. 27, no. 2.
Roderick, R. (1986) Habermas and the Foundation of Critical Theory, Basingstoke, Macmillan, pp. 8287.
Tubbs, N. (1997) Contradiction of Enlightenment; Hegel and the Broken Middle, Aldershot: Ashgate
Week 4 ‘despairing rationalism without reason’?
Reading
Ellsworth, E. (1997) Teaching Positions; difference, pedagogy and the power of address, New York:
Teachers College Press, pp. 50-53 and 136-8, 140-2.
Mcarty, L.P. (1997) ‘Experience and the post-modern Spirit’ in Educational Theory, Vol 47 No. 3 pp
377-394
Parker, S. (1997) Reflective Teaching in the Postmodern World, Buckingham: Open University Press,
chapter 9.
Spanos, W. (1993) The End of Education, Minneapolis: University of Minnesota Press pp 10-122, 187221
Hegel, G.W.F. (1975) Hegel’s Aesthetics, Volume II, Oxford: Clarendon Press pp 616-617
Rose, G. (1996) Mourning Becomes the Law, Cambridge University Press pp 11-13
Rose, G. (1993) Judaism and Modernity, Philosophical Essays, Oxford: Blackwell Publishers pp2-5,
Tubbs, N. (2015) Philosophy and Modern Liberal Arts Education, Basingstoke: Palgrave Macmillan
pp152-156
Week 5 Hegel as educator
Reading
Butler, C. and Seiler, C. (1984) Hegel: The Letters, Bloomington: Indiana University Press, pp. 275-282
Tubbs, N. (2008) Education in Hegel, London: Continuum pp 48-50
Wider reading
Browning, G. (ed.) (1997) Hegel's Phenomenology of Spirit: A Reappraisal, Dordrecht: Kluwer
Academic Publishers, all of it, but chapter 12 if pushed for time!.
George, M. and Vincent, A. (1986) The Philosophical Propaedeutic, Oxford: Blackwell, xiii-xxi.
Harris, H.S. (1995) Hegel: Phenomenology and System, Indianapolis: Hackett Publishing Co.
Hegel, G.W.F. (1975) Shorter Logic, Oxford University Press, pp. 113-121.
Hyppolite, J. (1974) Genesis and Structure of Hegel’s Phenomenology of Spirit, Evanston:
Northwestern University Press, pp. 172-177.
Trifonas, P. (2000) ‘Jacques Derrida as a Philosopher of Education’, Educational Philosophy and
Theory, vol. 32, no. 3, especially pp. 276-281.
Kojeve, A. (1969) Introduction to the Reading of Hegel, Ithaca: Cornell University Press, pp. 45-53.
Luqueer, F.L. (1967) Hegel as Educator, New York: AMS Press.
Mackenzie, M. (1909) Hegel’s Educational Theory and Practice, London: Swan Sonnenschein
Marx, W. (1988) Hegel's Phenomenology of Spirit, University of Chicago Press.
Norman, R. (1976) Hegel's Phenomenology, Sussex University Press.
Rose, G. (1996) Mourning Becomes the Law, Cambridge University Press, chapter 3.
Tubbs, N. (1997) Contradiction of Enlightenment; Hegel and the Broken Middle, Aldershot: Ashgate,
pp. 218-228.
Tubbs, N. (1996) ‘Hegel’s Educational Theory and Practice’, British Journal of Educational Studies, vol.
44, no. 2, pp 181-199.
Rockmore, T. (1992) Before and After Hegel, University of California Press, pp. 103-107.
Williams, R. (2007) ‘Between Politics and Metaphysics: Reflections in the Wake of Gillian Rose’ in
Wrestling with Angels, London: SCM Press
Week 6 Heidegger’s spiritual teacher
Reading
Heidegger, M. ‘The Self-Assertion of the German University’, in Wolin, (1993), The Heidegger
Controversy, MIT Press.
Heidegger, M (1993) ‘What Calls for Thinking,’ in Krell, D.F. Basic Writings, London: Routledge, pp.
378-381.
Farias, V. (1989) Heidegger and Nazism, Philadelphia: Temple University Press, pp. 138-9, 144-7.
Wolin, R. (1993) The Heidegger Controversy, Massachusetts: The MIT Press, pp. 44-7.
Wider reading
Arendt, H. (1996) Love and St Augustine, Chicago; University of Chicago Press; see the essay at the
end of the book written by the editors, pp. 178-184.
Bauman, Z. (1989) Modernity and the Holocaust, Cambridge; Polity Press
Derrida, J. (1989) Of Spirit, Chicago, Chicago University Press; this is Derrida’s interpretation of spirit
in Heidegger.
Farias, V. (1989) Heidegger and Nazism, Philadelphia: Temple University Press
Heidegger, M. (1969) Identity and Difference, New York: Harper Torchbooks
Heidegger, M. (1992) Being and Time, Oxford: Blackwell
Heidegger, M. (1996) Basic Writings, London: Routledge
Hodge, J. (1995) Heidegger and Ethics, London: Routledge, try pages 192-3.
Marx, W. (1971) Heidegger and the Tradition, Evanston: Northwestern University Press
Nash, A. S. (1944) The University and the Modern World, New York: Macmillan, Chapter IV.
Ott, H. (1994) Martin Heidegger: A Political Life, London: Fontana
Peters, M, (ed.) (2002) Heidegger, Education and Modernity, Lanham, Rowman and Littlefield.
Rose, G. (1984) Dialectic of Nihilism, Oxford: Blackwell.
Week 7 Johannes Climacus
Reading
Kierkegaard, S. (1985) Philosophical Fragments; Johannes Climacus, Princeton, Princeton University
Press
Wider reading
See week 2
Week 8 Buber’s inclusive teacher
Reading
Buber, M. ‘Dialogue’, pp. 17-47, but more importantly, pp. 109-131, both in Buber, M. (1979)
Between Man and Man, London: Fount.
Buber, M. (1997) Israel and the World, New York: Syracuse University Press, pp. 149-50.
Buber, M. (1987) I and Thou, New York: Collier Books, pp. 3-17.
Hegel, G.W.F. (1977) Phenomenology of Spirit, Cambridge: Cambridge University Press – on mutual
recognition
Wider reading
Buber, M. (1947) Between Man and Man, London: Fount.
Buber, M. (1963) Israel and the World, New York: Schocken Books.
Buber, M. (1987) I and Thou, New York: Macmillan Books.
Buber, M. (1998) The Knowledge of Man: selected essays, New York, Humanity Books, particularly
the conversation between Buber and Carl Rogers, pp. 156-174.
Hodes, A. (1972) Encounter with Martin Buber,Harmondsworth: Penguin, chapter on ‘The Teacher’
McHenry, H.D. ‘Education as Encounter: Buber’s Pragmatic Ontology,’ Educational Studies, vol. 47,
no. 3, Summer 1997, pp. 341-357.
Murphy, D. (1988) Martin Buber’s Philosophy of Education, Blackrock: Irish Academic Press.
Tubbs, N. (2005) Philosophy of the Teacher, Oxford: Blackwell, pp. 111-120.
Week 9 With what must the science end? (1)
Reading
Rose, G. (2009) Hegel Contra Sociology, London: The Athlone Press
Wider reading
Ann, P. (2000) “’…To give…death a place’: Rejecting the ‘ineffability’ of the Holocaust: the Work of
Gillian Rose and Anne Michaels,” Journal of European Studies 30.4, pp. 353-68.
Arnold, Jacob Wolf. (1997) “The Tragedy of Gillian Rose,” Judaism 46.4, p. 481-.
Avrahami, E. (2001)“’Keep Your Mind in Hell and Despair Not’: Illness as Life Affair in Gillian Rose’s
Love’s Work,” Narrative 9.3, pp. 305-321.
Caygill, H. (1996) ‘Gillian Rose Obituary’ Radical Philosophy, Vol. 77
Caygill, H. (1996) “The Broken Hegel: Gillian Rose’s Retrieval of Speculative Philosophy,” pp. 19-27.
Cohen, J. “Phenomenologies of Mourning: Gillian Rose and Walter Benjamin,” pp. 47-61.
Evans, M. “De-Constructing Death: In Memory of Gillian Rose,” pp. 28-33.
Gorman, T. (2001) “Gillian Rose and the Project of a Critical Marxism,” Radical Philosophy 105, pp.
25-36.
Gorman, T. “Nihilism and Faith: Rose, Bernstein, and the Future of Critical Theory,” Radical
Philosophy, 134.
J. M. Bernstein, The Guardian, December 11, 1995.
Kolbrener, W. (2003) “The Hermeneutics of Mourning: Multiplicity and Authority in Jewish Law,”
College Literature 30.4, pp. 114-139.
Laura Marcus, Introduction: “The Work of Gillian Rose,” pp. 1-18.
Lloyd, V. (2009) Law and Transcendence: On the Unfinished Project of Gillian Rose, Palgrave
Macmillan
Martin, J (1997) “Force Fields,” Salmagundi 113, pp. 41-52.
Martins, H. (1996) St. Antony’s College Record, pp. 111-114.
Mendelsohn, D. “Keep Your Mind in Hell,” New York Times Book Review January 21 1996, 145.50313,
p. 34
Milbank, J. (1992) “Living in Anxiety,” Times Higher Education Supplement, June 26, 1992, pp. 20, 22
Milbank, J. The Independent, December 13, 1995.
Parry, A. (2000) “’Mourning Rationalism without Reason?’ Affectual Surplus in the Wake of
Poststructuralism,” REAL: The Yearbook of Research in English and American Literature, 16, pp. 21328.
Rose, G. (1993) Judaism and Modernity, Philosophical Essays, Oxford: Blackwell Publishers
Rose, G. (1995) Love’s Work, London, Chatto and Windus, pp. 96-106
Rose, G. (1996) Mourning Becomes the Law, Cambridge University Press
Rose, G. (1999) Paradiso, London: The Menard Press pp 42-47
S. Jarvis, Bulletin of the Hegel Society of Great Britain, 1993, 27/28, pp. 88-92.
Schick, K. (2012) Gillian Rose: ‘A Good Enough Justice’, Edinburgh: Edinburgh University Press
Shanks, A. (2008) Against Innocence: Gillian Rose’s Reception and Gift of Faith, London: SCM Press
Stanley, L. (2002) “Mourning Becomes…: The Work of Feminism in the Spaces Between Lives Lived
and Lives Written,” Women’s Studies International Forum 25.1
Stone, A. (2003) “Hegel’s Dialectic and the Recognition of Feminine Difference,” Philosophy Today
Supplement 47.5, pp. 132-9.
The first six essays in Women: a cultural review, Spring 1998, vol. 9, no. 1.
Tubbs, N. (1998) ‘What is Love’s Work’, Women: A Cultural Review, Vol. 9, no. 1.
Tubbs, N. (2000) ‘Mind the Gap: The Philosophy of Gillian Rose’, Thesis Eleven, no. 60.
Williams, R. (2007)’ Between Politics and Metaphysics: Reflections in the Wake of Gillian Rose’ in
Wrestling with Angels, London: SCM Press
Wyschogrod, E. (1995) Modern Theology, April 1995, 11.2, pp. 268-70.
Week 10 With what must the science end? (2)
Week 11 God and education
Reading
Rose, G. (2009) Hegel Contra Sociology, London: The Athlone Press
Tubbs, N. (2005) Philosophy of the Teacher, Oxford, Blackwell Publishing
Tubbs, N. (2014) Philosophy and Modern Liberal Arts Education, Basingstoke: Palgrave Macmillan
Williams, R. (2007) Wrestling with Angels, London: SCM Press
Williams, R. (2014) The Edge of Words, London: Bloomsbury
Williams, R. (1994) Open to Judgement, London: Darton, Longman &Todd
Assessment
Assessment 1: (50%)
Title: ‘Negative education leaves us only with despair’ critically discuss with reference to
material from weeks 1-5
(2250-2500 words; deadline: Friday 12th Feb Week 5, given to Catherine in the Office by
3.30pm).
Assessment 2: (50%)
1. Titles to come in the light of each week’s discussion
2. Individually negotiated essay question
(2250-2500 words; deadline Friday 1st April Week 12 given to Catherine in the Office by
3.30pm).
Use Harvard Referencing
We attempt always to return work within 3 working weeks (15 days working days).
MODERN LIBERAL ARTS MARK SCHEME
We want you to be very clear about how we will mark your work and that means you must know with each
assessment what you are expected to do. We hope that this does not mean you will feel that you have to write
to a formula. We are trying to build in considerable freedom to your assessments; but as the term ‘liberal arts’
conveys, in every freedom there is a discipline, and in every discipline there is a freedom; together, we hope,
they constitute the struggle of learning.
There are (often but not always) two types of essays in MLA: the first assessment title in a module will most
often be set by the tutor and will be restricted to texts explored in the first weeks. The second assessment title
can be tutor-led, or chosen from a list of titles, or can be negotiated individually; this varies according to the
tutor and the module. This assignment can explore wider issues, employ wider reading, or explore a single
issue in depth. Students will bear some responsibility for the references consulted in the second essay,
increasing through years 1, 2 and 3.
Tutor-set assessments (disciplina)
Student/tutor-set assessments (libertas)
1st module essay
2nd module essay
Marks for
 depth of understanding specialist
terminology
 depth of understanding of set texts
Marks for
 depth of understanding of texts
 depth of understanding and application of
ideas/concepts
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



depth of understanding of ideas/concepts
evidence by quotation
answering the question
correct referencing
word limit
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

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evidence-based critical arguments
depth/breadth of reading (depending on
the question)
answering your own question
correct referencing
word limit
Note the difference between essays 1 and 2: the first one is marked only on your understanding of texts; the
second one is marked on understanding, on your own reading, and your emerging critical voice. Be careful
here; being critical does not mean just giving your opinions. It means making a case based on evidence from
your reading, using ideas and concepts from texts. It does not mean you have to fight for one side of an
argument or another… ambivalence will be treated with great respect. But for every essay, remember this: if
we (and you) get the title right, then by answering the question you will be doing exactly what is required.
Over years 1, 2 and 3 the levels of your work are raised by using increasingly challenging texts, ideas, concepts
and writers, and by the way you are able to employ ideas, concepts and writers from other modules across the
degree in increasingly sophisticated ways.
For all essays, then
Depending on the question you will need to




Demonstrate reflection on module material and the wider contexts from across the degree which
might impact upon it
Communicate experiences of texts and ideas as appropriate
Show knowledge and understanding of specialist terminology
Demonstrate requisite research skills in gathering, summarizing and presenting evidence including
proficiency in referencing and academic conventions.
For essay 1
Depending on the question you will need to





Show careful reading of primary sources
Show a knowledge of theoretical perspectives and/or works
Show an understanding of abstract concepts and ideas within theoretical perspectives
Show an ability to work with theorists and their concepts in various forms of assessment as
appropriate
Show evidence of engagement with texts and ideas concerned with issues raised in the module.
For essay 2
Depending on the question you will need to




Show an ability to employ theorists critically in relation to issues
Show an ability to use concepts as critical tools in discussing issues and questions as appropriate
Show an ability to employ theoretical perspectives as critical tools
Therein, to develop a critical voice informed and deepened by appropriate use of theory as
critique.
 Sustain a critical relationship to ideas related to the module
It is often hard to explain in generic terms how any particular essay could have been improved. But, cautiously,
we can say the following:
In general,
a 3rd (40-49%) may have ignored the question, may have not given much evidence of reading, may have clumsy
sentence structure, but will still have made a bona fide attempt at the work.
a 2.2 (50-59%) will have provided evidence of reading, quotations where appropriate, clear sentence structure,
attended to the question or title, but not related the material in ways which synthesise more developed and
complex thinking.
a 2.1 (60-69%) will have evidence of reading through effective selection of quotation, being able to make
specific points, and to relate material together to make broader and/or deeper and more complex
observations. At the higher end, it may have been able to relate material from across modules, or across the
degree as a whole, to synthesise separate ideas and issues into more holistic comments, ideas and problems.
The questions addressed will be getting ever more difficult and important, including those that are asked
without being answered.
a 1st (70-100%) will make a little go a long way. Quotations may carry implications beyond their precise
content; sentences will be clear but able to refine complex ideas succinctly; most importantly, it will be able to
combine the microcosm of its subject matter with the macrocosm of its place in the wider context, and these
contexts will be drawn form the overall, experience of the degree, growing obviously from years 1 to 3. No
inaccuracies of grammar or sentence construction, and no referencing mistakes are expected here. The voice
of the essay will be in control of difficult material throughout. Above all the questions asked and addressed will
be compelling in their difficulty and import.
Module Evaluations (previous year)
As one of the last modules students take on the degree not only was content engaged with
at a high and thoughtful level of thinking but discussions reflected upon and expressed
three years of higher education and what it might have meant for students about to embark
on new endeavours. Evaluations were very positive. Resources for and content of the
module was considered ‘very good’ and ‘excellent’. There will be changes to the module for
next year however so that the aims and structure of the two teacher modules fits better
with the aims and structure of the degree as a whole.
Catalogue summary
A philosophy of the teacher requires us to ask some hard questions about the identity of
those who teach us. It enables us to think about contradictions that appear in both the
theory and practice of teaching, and ways in which we might begin to understand these
contradictions. Indeed, much of our own education and many of the experiences in which
we learn things, could be said to happen indirectly in these contradictions and perhaps even
in spite of the teacher and the formal curriculum. In this module we will not seek to resolve
these contradictions, but only to understand them more deeply through a variety of
philosophical perspectives. At stake, here, amidst all the paradoxes, will be the much
neglected idea of the teacher as practising a vocation.