واكاوي منش و اخلاق معلمي از منظر روشنفكران عصر مشروطه

Analyzing the Character an‎d Ethics of a teacher from the perspective of The intellectuals of the constitutional era

علوم تربيتي

The present study aims to explore the teacherʹs character from the perspective of intellectuals during the Constitutional Era in Iran. It analyzes the works an‎d ideas of five prominent Iranian intellectuals: Mirza Hassan Roshdieh, Mirza Abdulrahim Talebov, Mirza Fathali Akhundzadeh, Mirza Agha Khan Kermani, an‎d Mirza Malkom Khan Nazem-ol-Dowleh. To achieve this goal an‎d answer the research questions, the thematic analysis method was employed. Relevant texts related to the thoughts of these five intellectuals were studied, an‎d through coding, 23 sub-themes were extracted from these texts. The identified basic themes were categorized into three organizing themes: prerequisites of the teaching profession, the ethical responsibilities of teachers toward learners, an‎d the ethical responsibilities of teachers toward society. Finally, all basic an‎d organizing themes were synthesized under the overarching theme of "teacherʹs character," an‎d the data analysis was presented using the thematic network model. In response to the first research question, which explored the prerequisites of the teaching profession, seven sub-themes were identified. The most significant included teaching with full effort an‎d impact, mastery of eloquence an‎d the art of persuasion, maintaining an‎d enhancing oneʹs enthusiasm for learning, devotion to the teaching profession as a mission, sensitivity to the teacher’s role as a model, prioritizing selflessness over material gain, an‎d fostering intellectual development. These findings were grouped into three broader themes: professional requirements, ethical imperatives of teaching, an‎d intellectual character. To address the second research question, which examined the teacherʹs responsibilities toward learners, eleven sub-themes were identified. Key themes included fostering an‎d strengthening learnersʹ academic motivation, ensuring justice in the educational process, facilitating learning as a deep an‎d meaningful experience, maintaining balance in upbringing, effective training through practical activities an‎d impactful exercises, an‎d connecting students to the sacred dimension. These sub-themes highlighted the educational an‎d moral responsibilities of teachers in shaping the scientific, ethical, an‎d spiritual character of their students. For the third research question, which investigated the teacherʹs responsibilities toward society, sixteen sub-themes were identified an‎d categorized into five broader themes. These themes included promoting moral values to enhance societal ethics, advancing scientific progress by disseminating public knowledge, fostering intellectual an‎d ideological development through creating opportunities for critical thinking, improving economic conditions by teaching relevant skills an‎d knowledge, an‎d increasing political an‎d social participation among citizens. These themes underscore the teacherʹs extensive role in processes of societal development an‎d empowering individuals to take active roles in various social domains.

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