Abstract
I propose in this paper a reflection, a self-analysis, about my extensive teaching experience, not from a formal point of view of the specificity of the program and the subjects of my courses, but about the singularity of the teaching activities. The commitment with the students, with the topic taught and with the Institution in which I have the honor to work, constitute the fundamental motive that leads and conducts my profession as teacher. My explanation displays ten items (1.The lesson as creation. 2. Space, time, and subject. 3. There is always time. About the difficulty to adjust contents to 52 hours. 4. The worst lesson is the one not given. 5. The teacher’s virtues. 6.To spare the rod is to spoil the child. The child’s rod. 7. Extension and intensity of the contents in the academic year. 8. The reward of the well-done work. 9. Our dignity lies in the fulfillment of the agreements. 10 Tutorial, exams and evaluation). Each of them presents a speculation about one of the ideal elements of the good teacher all of us aim to be. For that reason this essay is not a positivist description of the teaching reality, but it expects to reconstruct the critical demarcation between the ideality which all of us try to achieve and the empirical reality that constantly pull us in the opposite direction. The coercion without coercions of the exemplariness pushes us to maintain alive the faith in the appropriation of the nature and soul of the ideal teacher
Highlights
Ser Profesor es difícil, ser un buen Profesor es muy difícil, ser un buen Profesor de Filosofía es casi una tarea utópica
I propose in this paper a reflection, a self-analysis, about my extensive teaching experience, not from a formal point of view of the specificity of the program and the subjects of my courses, but about the singularity of the teaching activities
Our dignity lies in the fulfillment of the agreements
Summary
Y para ello es preciso tener una abundancia de cosas, en este caso de conocimientos, de los cuales es preciso elegir unos y desechar otros. El tópico que adorna ese comportamiento desertor de las clases y que lleva consigo una clara deformación del estudiante podría formularse así: “No asisto a clase, porque dedico esas dos horas a estudiar en la biblioteca y así estoy haciendo por mi cuenta una investigación de altura a partir de libros altamente avanzados”, o también, “nos reunimos varios amigos y hacemos seminarios de alta investigación por nuestra cuenta”; otras veces tales seminarios son dirigidos por un joven Profesor bienintencionado, que está en el proceso de construcción de su propia identidad. Y especialmente en mis tutorías, dedico algún tiempo a explicarles a mis estudiantes que una asignatura es algo cercano, es algo que hay que cuidar, algo que hay que querer, que cuanto más distante se esté de ella, más difícil será aprender su contenido, saber de ella, e incluso hasta será difícil aprobarla, si bien también les dejo caer que un aprobado (cinco) en Filosofía es también el símbolo de no haber aprovechado la ocasión para conocer una materia, siempre importante. Seguramente esos estudiantes terminarán sufriendo la pesadilla de la “asignatura no aprobada”
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