Manner in teaching: a study in observing and interpreting teachers’ moral virtues

Abstract

This paper shows how manner may be made visible, as a philosophical concept and an object of empirical inquiry. Using Aristotle's ethics as the framework, the philosophical inquiry examines the conceptual nature of teachers’ moral conduct, and the empirical inquiry analyzes their moral conduct. This dual conceptual/empirical approach permits inquirers to observe and interpret how teachers express moral virtue. One may draw the conclusion that it is possible to systematically observe and interpret manner in teaching. An implication for teacher education is that encouraging teachers to consider their manner may result in more educative interactions between teachers and students.