CHAPTER 4 Professional Expertise as Virtue ‘eae now fm antigo ommnyo foa ‘spe tat ete ent of prostoalin ow ae me tn deere the rfid eget aime yer ot aching Drofsion, mon of whch we would el pretna Lote! The Isnptang athens to psi seni he hey nd pe {taf edaaton snow dude Ateng fe rte of rasa ‘span, the, Sands sepa contact serach. Hee Shin der lech one pute appre Tn theca {sre fom the al shat of wah pfs slant ise hw ejay ce a der Standing f the pace of tain honesty (. Bok, 1979, core {DIN Won 98D ewe ding, 980i Roe 1932) aod ctl wk San, 98,198,198, Flowing sre and Eon eth ofthe fe rT il arene in Cape 3 sap tet how weigh bin coma on pence ps be te {ny fom th wes in ng pst man gaya i foe mean 2 sulle mond ay of nl aman Charter ‘Tos Kame. Viren cy sodas tannin shes By Pen sty {mean the lest of hese mel mo ier tha se rb in he ci pace of wag sha etna 0 the se rofsionl te an “These five virtues are at the core of professional expertise in teaching sede w mets besoin ofan Teng ney seman ‘heen alhogh my oe vires ay be cone Spero Fine retreat Lowldig al le in hy sa of foney al dest repr ofthe of thr son. Send Sesh Ineand teching mele fing cy al ing ntl and hope vis tha amanda Td teicher se eo ‘hs dowkpment of pron» roses demanding iin of then ‘tis our, famori msn theeperton orn dere Ita onde orone nso Realy, ps Sl it een the comple proses eching Ia ae ay well leon Ee Vine a ermand the execs of thse other vets ach a8 pase) that oe com tinge to the ceching stanton, At fet examination thee scm to Le ‘eter of incllct and emotion in a way tha, ap, mcesty noe How ser my primary concen s wheter we can devi an eplsemoloy of practice through a perspective cy vir Ie to bp hth by sewing ‘what knowledge is reveled when we use #weabulaty of viet to lame rae teaching, The one of this chapter le noe Intend to be» moral cope. Tertany do noe hal eyself pwr an eae of vite, nor am sexing forth from sme kind of super rl poston wh eters cht 0 do) Uhegin with honesty and Ws companion, dace. HONESTY AND DECEIT Fee would pate che nad for honesty in sil ie gene Ices liu o imagine how = society cull cobere ia gene ne, people ‘id not el the uth, Wout & when Esabeh ake the way to he new schodl, she might be dread to the ae ston, She woul have to ead toad sgn a wos of et rather shin sures of information, Whe Ms Simpson pik a can Labded “bean” off the sperontshle she might be getting aspngus, Our use of language a «tol hr seca living sng beaks down without the asumgtion thet in ener people convey Be ‘ruthwhutever completed explanations ce gien fr ths eo ou Social ie i bull on the assumpuon of trath no che other wy round, ‘Wecannee imagine a coherent cil if we cnld or proceed with xr Adytoay les knowing tha by and lrg, oerpeoie ae proeeing on the basis ha hy, Hew il el ce rth Asmumions aper, hi is ntt be nae about the actual exent of peop’ deceptions or thir most fequeneeauser-naney, that people do not care far theses or etn, tht they cnn ust thro ha they se congenial las. Nowe of thn nie he sigufcanesof honesty. The ‘oi wok in hi fundamental area of man ie Sil Bok’ (1978) ling Moral Cai Pbie nd Pre Life es authority dees for the ‘wy in wich pac gents action are ceed om beh coetete stuatons and igoousphlosepizal reasoning, What Bok proces I ot simply a et of serie nosteums, hie rounded peestpions foe ation, She begins with an important dines about era and tethfalness Ina ach pecaton, here ins riko concep ml of sting he cn diferencs Btwn wo mats in men Pin fended rutin snd destin, he math etd ‘nit of th and sy in seer. The mol eon of heea “Th Mel ate eTocs Pant ve og no otal by etablihing he rath of of ‘Shey cds we theo, we rat know wheter inandpur tmenmead (8 In teaching, however, desc can aie sre nels maths from clzcet invention Soiled, ad ein dee that we must foes ts ram fieaton are sen in soc ewes a enor, te withholding of elevane Ingestion, the hiding bind inersinal power, unoamined bay an Prsupe mass Important ofl the neglect cof concer fc what True in teaching eos mh 2 mater of mel 6 of rest eatin to Irsead thot underpins ce of dee, for mich hangs on the reaches (rina to the qth Tit va portofa tached characte and profesional [Beet Gee Chapter a well as Bing oth methodically and sb ‘Sante porate in his rhs epee, Pag protien ng ‘ich smbiguizen bing prepared to countenance aferatveposions Wiha of teaching chien G meat) and wha they ae Belag taught (an ad). Bok (1978) shows Implicit bow there can be no hash separation ‘Derween content and metiod, enabling ws to ask what che teshnigues reer bsoming honest. Yer eschewing alet and iacention tread ‘Eimande sthensiy and itary inthe her ab pero, ab zeny ful a a cache, and tne ar patent too. Ba that aucheniety bas [chammeted cur in he esse awl as case afer caer ese Ses ‘motel Sesions on the eather he feen aspect of honesty/deeét are central wa teaches pro fesional expertise: an understanding of fat and fetion, a concer fr the teach fete, an ethic of bai ction of as, and a pasion for trath. chat eifeent,shongh the eminology seme ie Fee end Feon Fi teachers must themssher understand the tinction Between fac and fleion and ach to cidten. This snot simple, The imaginative ferent Tom mains er the chr was understood as fin byte chk ‘ren bth fit i thar ase wa sl et like a good historia rowel, Mth rm fameworkof accra sour the cual evens Indeed Tom ‘Bemanded accra inthe work the dlden did on dei own gallons. ‘He wu not the Sot of eacher who thought that proved he children were Almving solders idl pot mock matter whether they wore cis, fre hcmcts,bondannas or busblen 1fthey were sitentecentrySpasieds En were of they wore tis ype of bles, ot that He would have ‘bean compliant in deciving his clas fe di not bother t ge them to gee sch evidence nig ‘There is wallknown developmental evidence about chikren’scognt tive growth in distinguishing the mana from the el capably tral to human le ge, 1968, Eya's (1986) valable 0 pecepive omments on the vse of tory in teaching, pariuely to young children, indieste how imporaas the devdopment ofthe imagination ea 4 balance ‘gansta bel, He also mace or avare of how ion can be a ‘tice forget ondertind the word sd te truth abou Wines the ‘lewanee of iy tls to the emergence ofa dels understanding of pod Sn evil (Beetles, 1977), Mex Sempvon and Gabrielle Jhon, for cample, ace teaching children at precisely the age at which his tose Inport “Take rome examples of aches desi that imme et of fics, bi lor misrepeesentaon. A salen grower mised if 9 seo herture tls, the Peudin view of Hamlt i gered ot equally, taught the tony iterpresion. In scence, the waching of racine phpcs without tention to Ks envzonmental snd politcal effect | would argu, Seceitfl. In Kindergarten, sie hat dren enjoy bat hat easy an inp re deer sate any sexi or ra practices In hisey, fything that makes stent think ee "eh the ease” fl sputble~is a ease of decet. Teachers may el they need f go withthe flow of ingot aa patios, bur wr he uth about thi aati, ‘hat inasion, this masse? Hlnesty and dees are right in the pte of teaching, Vitaly everything» tees aye or doce could be measuted in ‘orm oft elation to the truth. Avoiding doce e& perive teaching skill This is morally impoetane ease dee, as Bok argues, pote a pe fon arbitrary in che power of anathee ‘Questions and he Concer forthe Truth ‘The professional teacher dspas a concern forthe trth and how it isto be sought afte What does that mean? Tom's irons expert arty ta his meal kill of opening vp sossone for chide, enabling them to seach fr the tuch, Questioning, fam his perspective snot simply ase of echnigues appropri osha eal and so forth es ‘mater of uhh qpertons inline wth conte) open up a san rte, Recall the somewhat tendentioas neat he begining of Dead Pts Sch {ya movie which porerays he rigdiy of the taitonal codes, tes, and ‘expectations ofan ebb prep school whet adviual ad poergeap chllenges to the bos ines ad lepes ae deelope by ohn Kstng | newly appointed mavecknonconbrmstsmous teacher King dea ing cat a philosophy of eae dem Giz the moment) with ie cas whe heand they locke there alum photographs. He leves the philoso