The Teacher/Prophet: Golem or Saint? A Response to “Teaching as Prophecy” by Bullough, Patterson, and Mayes

Abstract

Who could not wish for generation of teachers whose practice fulfils the performance descriptors expressed by Bullough, Patterson, and Mayes in Teaching as Prophecy? The remarkable, profound, and idealistic qualities anticipated in those who feel called teaching with the passion and vision of prophet include, among others: being a light in the midst of darkness; beckoning students reach beyond themselves and to dream dreams; imagining and then seeking to embrace beauty and goodness even as [the teacher] seeks represent it; deeply nurturing, filled with humility, courage and responsibility, always aware of the dangers of both becoming guru or martyr; always aware of the possibilities in each of her children; animated by moral fervour and social vision, sustained always by the knowledge that the prophet has vision of truth stand against the darkness of our age. The writers have set the conception of teacher as prophet against the current trend in teacher evaluation and development in which there is renewed emphasis on teaching as skill. Making technical skills the centerpiece of teaching does violence the deeper motivations and calling that prompt so many people become Good teaching, according the writers, is not so much technical than it is, in some fundamental sense, mysterious and spiritual. Good teaching, consequently, is best envisioned as an act of prophesy or the practice of prophet. As an image of expectations beyond the demands for technical skill in classroom practice, however, the teacher/prophet conjured by the writers seems unfairly burdensome and even intimidating for young teachers. Nor is it clear what the cause-effect relationship is between teachers believing they are called teach and the engendering of these wonderful qualities. The one is no guarantee of the other except as teachers may come understand the challenge and responsibility of teaching as vocation. Nor is it clear that the spiritual and affective motivations of teaching can stand alone apart from the technical and cognitive skills of teaching. No amount of calling will automatically provide the skillful practice essential meeting the day in and day out, moment by moment, multiple demands of