Moral justifications of the educator

Abstract

The interaction teacher–student offers a wide range to investigate about the educator’s speech, bearing in mind that the educator is not only an emissary of knowledge, but he also interacts within the social, erotic-affective and morale dimensions of the students. Therefore, it is necessary that the teacher focuses his performance in the reflection and the commitment to thinking again about his role as educator from the moral perspective; he can be conscious and be responsible for his thematic speech and also for his moral speech. The investigation approaches comprehensively to the reasons emitted by the educators, as moral justifications of their actions, by a descriptive work of hermeneutic type. The resolution of moral dilemmas was utilized for its development, as suitable strategy allowing such approximation. During the period 2005-2006, the information was obtained interviewing the group of participants made by six educators of an educational center of the city of Medellín (Colombia). The theoretical bases of the investigation are supported mainly in Piaget, Kohlberg, Jaramillo and Bermúdez, Gilligan and Habermas. For the content analysis, the main conceptual authors, besides the previous ones, are: Joan-Carles Mèlich and Charles Taylor. The results of this investigation allow understanding some intervention forms of the moral subject and according to them, to propose pedagogical alternatives in order to modify, since the reflection, the meaning of the experience of the educational subject, in such a way that the conception of what is correct and the moral basis can be inferred. Besides, it allows analyzing whether the educators are consequent from their actions with their verbal arguments.