Social Responsibility as an Educator

  

Liberty University uses the Fruit of the Spirit listed in Galatians 5 as the basis for their professional dispositions for educators, the first of which is social responsibility (Liberty University School of Education, 2020). Being a socially responsible educator involves demonstrating a belief that every student can learn. Such a teacher would embody love, joy, peace, and goodness, as he or she strives for equity, differentiates instruction, and motivates and builds relationships with students.

Research has indicated that educators’ dispositions are important for student achievement (Lucas & Frazier, 2014). Therefore, in addition to being highly qualified and knowledgeable in content areas and pedagogy, teachers should embody integrity, kindness, fairness, honesty, and empathy. Bullough (2018) proposes that rather than considering these types of traits as the necessary dispositions for teachers, it is more important to consider teachers’ actions. Rather than having empathy, teachers should listen to learn, for example. Viewing social responsibility as an action rather than a trait should motivate teachers to stand for what is right and be an active example of love and compassion in a world where students are exposed to so much negativity, ugliness, and injustice.

 

References

Bullough, R. V. (2018). Empathy, teaching dispositions, social justice, and teacher education. Teachers and Teaching, 25(5), 507-522. https://doi-org.ezproxy.liberty.edu/10.1080/13540602.2019.1602518

Liberty University School of Education. (2020). Conceptual framework. https://www.liberty.edu/education/wp-content/uploads/sites/24/2020/06/SOE_Conceptual_Framework.pdf

Lucas, D., & Frazier, B. (2014). The effects of a service-learning introductory diversity course on pre-service teachers’ attitudes towards teaching diverse populations. Academy of Educational Leadership Journal, 18(2), 91-124. https://www.abacademies.org/articles/aeljvol18no22014.pdf