Abstract
When Socrates was condemned to death his alleged crime was corruption of the youth. His accusers were at once completely wrong, yet at a deeper, more sinister level, completely correct. The quest for truth does corrupt a sense of complacency, does undermine a willingness to watch others suffer and challenges the passive acceptance of those polite lies upon which the status quo is built. By asking questions such as: What do we mean by ‘the good,’ ‘justice,’ and ‘love,’ Socrates and other teachers have suffered exile, rejection, and sometimes death.
We can change teachers only by changing the environment in which teaching takes place. Teaching can be changed only by reinventing the institution where teaching takes place — schools.
Deborah Meier (Sadovnik, Cookson, & Semel, 1994, p. 549)
If teachers are not critically conscious, if they are not wake to their own values and commitments (and the conditions working upon them), if they are not personally engaged with their subject matter and with the world around, I do not see how they can initiate the young into critical questioning or a normal life.
Maxine Green (Sadovnik et al., 1994, p. 225)
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Cookson, P.W., Lucks, C.S. (1997). The New Politics of Teaching. In: Biddle, B.J., Good, T.L., Goodson, I.F. (eds) International Handbook of Teachers and Teaching. Springer International Handbooks of Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4942-6_24
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