The dialectic of "Strong Evaluation" and "Recognition" in the thought of Charles Taylor and Its implications in shaping the Iranian teacher's identity
Subject Areas :
1 -
Keywords: identity, recognition, strong evaluation, teacher, Taylor,
Abstract :
Teacher's identity is a complex conceptual combination that has a wide research literature. In this article, according to Charles Taylor's point of view, his conceptualizations in the two ontological and historical dimensions of identity were considered, and by adopting the two bases of "strong evaluation" and "recognition", a dialectic between these two concepts was drawn. On one side of this dialectic are the basic values of the teacher and on the other side "significant others" that contain policies, training and other external frameworks that affect the teacher's identity. This duality forms a synthesis within the teacher that defines the teacher's identity. It was analyzed that it is not possible to obtain a final and standard synthesis of this dialectic once and for all, and the optimal limit will be different according to individuals and societies. Among the implications obtained in the strong evaluation dimension "verifying the existence of moral and mental virtues necessary for teaching candidates" and "verifying the value of the teaching profession for teaching candidates" and in the dimension of recognition can be referred to the implications such as "recognition of teacher’s agency" and "recognition of intellectual and cultural pluralism of teachers" "recognizing teachers as a professional person ".
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