In this thesis an investigation is conducted into the justificationudfor various aspects of the teacher's role in schools, being concerned inudparticular to find out whether certain aspects are in some way necessaryudfor the role as a justifiable one in a justifiable institution. Thatudthesis is, itself, an instantiation of a further thesis concerned withudthe prescriptive implications of philosophy of education, which isuddiscussed in the first section.udThe second section discusses what it is to be teaching someoneudsomething, raising objections to the current orthodox analysis of theudconcept of teaching, which is argued to be inadequate to account forudour current understanding of it. Various terms of art are consideredudand found unsatisfactory, and a new schema for analysing teaching isudintroduced. An alternative analysis which does not embody certainudimportant assumptions of the orthodox analysis is presented. Objectionsudto it are considered.udThe third section examines the concept of role, using as itsudbasis an analysis presented by R.S. Downie. This analysis is consideredudto be too crude for the investigation of this thesis, and an alternativeudanalysis is again developed for application here. Some of the problemsudof role concepts are discussed in relation to the social sciences.udThe fourth section applies the above analyses to a considerationudof the teacher's role in respect of the following aspects: (a) theudteaching of understanding, beliefs and skills (including the specifyingudof low-level objectives) (b) the teaching of values (c) assessmentudand evaluation (d) authority in the sphere of knowledge and, briefly,udthe personal/impersonal dimension of the teacher-pupil relationship.udParticular attention is given to the psychological concept of interest.ud
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