Teaching Issues

EthoPlasìn is an Educational Institution with a World Civic Wellness Vocation. As such its objectives are closely related to the competence and influence of teachers as 'educators' for the formation of future citizens in terms of good civic behavior. The role of teachers is fundamental and could be much more positive if we applied simple new rules to their own formation. Unfortunately their role as 'educators' is too often inexistent or even very negative, and most of the time reduced to an 'instructor' role. All this is eminently related to the civic objectives of the EthoPlasìn. In conformity with its firm policy of full transparency, EthoPlasìn wants to let potential members know openly the related objectives it will fight for, and strongly lobby for in all circumstances, with all democratic means available.

To start with, as the first item, we place an excerpt of our page on Micro-Criminality Issues that has to do with teachers.

  1. Formation of Teachers - Teachers, as competent as they may be in their teaching subject matters, are not automatically equipped tTeachero play an educator's role and to inculcate pride and good civic values in the minds of students. As seen in our page on Micro-Criminality Issues, the strong presence of retired grand-parents in the life of growing children can sometimes be an important factor of high value from this point of view as these can often play that role of educators in the most spontaneous and natural way. For school teachers it should not be an uncertain factor provided or not provided to them by nature, like it is maybe for grand-parents, but a required one. All school teachers should definitely be trained not only as 'instructors' in their own teaching subjects, but obligatorily also in aspects of their vital role as 'educators'. They do not only have to 'Know', but also to 'Know to Teach' and to 'Know to Educate'. These 3 aspects combined should become the subject of new university faculties as soon as possible. At the moment, in most 'modern' pre-university schools, teachers only 'Know', and only if we are lucky... Teachers should also face formal formation and exams regarding their two vital roles above the need to "Know", before they are appointed as teachers, as it used to be the case for years and years in many countries before the destructive 1968 Revolution (as seen in our Background page) eliminated practically all private schools and brought in a much more general, and nearly exclusive, system of public schools based solely on Instruction as opposed to also on Education, making existing special training centers for future teachers disappear entirely along the way. School teachers below university level should never be appointed on the sole basis of their "Know" competence in their teaching subject matters like it is the case in practically all schools today. Their formation as teachers, and in particular as educators, should be compulsory and strongly rooted on the concepts of the philosophy of Meritocracy. As a result, their primary and most important role should be as 'Educators' and in the inculcation of a legitimate and strong sense of pride in the students they are charged to educate, for the good conduct they should have in their civic life, in priority over their role in bringing students to good levels of competence in the subject matters they teach. Special institutions forming school teachers, like they used to exist, should be reinstated and/or alternatively become new faculties at university level in a number of universities. Pre-university teachers should also be evaluated each year as 'Teachers' but also in particular as 'Educators', by their supervisors. They should not be promoted if they are assessed as 'Insufficient' in playing this most important role, as an Educator, independently of their competence as 'instructors' in their "Know" teaching subject matters. Being assessed as 'Insufficient' for a second consecutive year should force their return to a special center of formation for educators, for at least one year, on half their salaries. This role is so important for our civic environments that after a third yearly assessment as 'Insufficient', they should be readily released from employment as teachers and possibly recycled to less important background roles. This should be a clause of their hiring contract. University teachers would not automatically be subjected to a similar training as Educators but there should be a symbolic penalty in their salary if they have not previously gone through a special training centers for teachers for at least one year before their appointment to a faculty. They too have an important role as educators, even at the university level. If they have appropriate training as such, there should definitely be at symbolic bonus attached to their salaries. In any case, they should also be assessed yearly as 'Educators', as one of the factors counting for their promotions or reconfirmation as university teachers, independently of their previous formal formation in special training centers for teachers. Alternatively, if the university where they teach has a faculty for training teachers, and they have never attended any special training center for teachers, they could choose to follow an established minimum of classes of that faculty of their university for one year and then eliminate their penalty in salary.  
  2. School Premises Pride - School desks places in primary and secondary school should be provided in perfect condition and formally attributed to students at the beginning of the school year, with their names and pictures on them. The same for school lockers provided in video surveillance areas. Part of the civic education students receive on the part of their teachers should include a special pride for their school premises and in particular for the spaces and items specifically attributed to each of them. At the end of the school year, these items should be 'given back' to the school in equally perfect conditions. If damaged, the students themselves and eventually their parents should be forced to intervene to clean and/or repair them, or participate in helping specialized workers repair them, and pay the necessary costs involved. The same principle should apply to all other kinds of damage caused by the students, like spraying paint slogans on walls or breaking windows: not only should they be responsible for the cost of the damage done but they should be forced to participate in the actual work for the repair of the damage done, either doing it themselves or assisting physically the specialized workers doing the repair work. 
  3. School Efficiency Exams - Schools, even more so than their own students, should be subjected to yearly exams, as a legal requirement, to be eligible for receiving public subventions. They should be required to keep statistics and data on their operations and their effects: how many students gradated and how many failed, how many found a job and after how long, what is their earning bracket, how many were admitted to senior schools and for what senior degrees, and after how long etc. School of the same level should be placed in a state of competitive emulation between themselves, competing for excellence and efficiency in a spirit of Meritocracy. They should be required to publish the necessary data officially and make it readily accessible to parents and other interested parties, like journalists and companies, for scrutiny in full transparency on their Internet websites. The Ministry of Education should be required to review this data and issue 'school grades' as appropriate. School receiving the lowest efficiency grades should be submitted to an inspection from the Ministry of Education and forced to accept corrective measures as appropriate, let alone possibly loose part of their public financing, be placed under the command of a special administrator, or even possibly face their closure.
  4. Final Exams Objectivity -  All final exams of all schools, at any level, from elementary to post-university level, should be scrutinized by commissions comprising more than 50% of scrutinizers from other schools at the same level, with at least one parent on board for pre-university schools, and in any case at least one member from either a more senior school or from the Ministry of Education. Same-level schools should exchange scrutinizers appropriately, under the surveillance of an independent body to ensure a discontinuity of scrutinizers between the same schools. The names of the latter should be publish on the school's website each year and the history of discontinuity of their role published by the independent body overseeing the process.