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Teacher’s Code of Ethics
The school is as good as good are the people in it.
While working on this code we drew our inspiration fromthe document created by the fellows of the Association of Slovenian Catholic Teachers
. We had looked throughvarious similar codes from Poland, Sweden and Italy butonly the Slovenian document managed to avoid strictinstructions of what a good teacher should do and whathe should not. Rather, it is focused on describing a profileof an ideal teacher by suggesting certain ways of behavior concerning the teacher’s educational role andhis personal development.The aim of this code is to offer advice, support,encouragement and inspiration to even deeper involvement and mutual responsibility for the results of work of catholic teachers. It is to give hope for better future.The following code, which is influenced by the Sloveniancode and other documents that have their origins in theJesuit tradition
, is a description of an ideal teacher. It is a
1
Association of Slovenian Catholic Teachers,
Code of Ethics for theMembers of the Association of Slovenian Catholic Teachers
,Ljubljana 1998.
2
Por.
The Characteristics of Jesuit Education
, Roma 1986 anddescribtions of the teacher’s profile elaborated by Jesuit schools inUSA. See also: Jakub Kołacz SJ (redakcja),
Podstawy Edukacji
1
kind of teacher itself, a moral savoir-vivre. It can serveschools and associations as a great help in creating a profile of an ideal educator and code which form wouldstray away from that of a text presenting only duties of the teacher.
Teacher’s Code of Ethics
This code of ethics is a starting point for teachers who woulddiscover their vocation in it. Its purpose is to strengthen theteacher’s identity and to present to the society values which people who perform educational roles identify with. The codeshould also influence teachers’ solidarity and protect themfrom groundless criticism of people who assign to teachersroles which do not belong to them
.
1. ASSUMPTIONS
We assume that:
•
The aim of education is to train mature, free,trustworthy, generous and creative people who arewell-developed physically, intellectually, sociallyand spiritually and who can make responsibledecisions in accordance with their philosophy of life, their personal
credo
.
•
Education is a searching for truth and learningskills necessary for proper and worthy life. Ithelps people to understand the world and to findtheir own place in it. It enriches their spiritual
Ignacjańskiej
, Wydawnictwo WAM, Kraków 2006.
2
lives and encourages forming justly organizedand peacefully developing society.
•
The pupils are independent persons and subjectsof education. We want them to be healthy,intelligent and happy people.
•
The teacher educates with his whole being. Thecohesion of his actions and passion with which hefulfills his vocation play a highly important rolein the process of education. He is responsible bothfor his personal and professional developmentand for creating conditions conducive to effectivelearning.
•
The school is a place where young people spendmost of their time. Here they form the bonds of friendships with their peers, learn how to behavein a society and how to function in an institution.
2. ROLE OF THE TEACHER
2.1. The teacher as a companion on thequest for knowledge
The pupils’ attitude toward themselves and the worldthat surrounds them
•
The teacher leads his pupils to discovering boththemselves and the world. He stimulates them toadmire the creation and perceive it as somethinginteresting, valuable, mysterious, good and beautiful.3
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