“Especially in moral occupations like teaching, the more one takes the risk to express personal purpose, the more kindred spirits one will find.”[1]
I wish to focus on the idea put forth by Michael Fullan that teaching is, in essence, a moral profession. As proof, he cites the most common reason given for why teachers enter their profession as “to make a difference in the lives of children.” Surely, educating children is a moral endeavor when compared to say, bank robber or stick-up artist, right? Perhaps we should consider other, less disgraceful occupations. Consider, for instance, the moral value of teaching against that of a plumber. Is plumbing a moral profession? Most plumbers would not cite “to help children” as a reason for plying their trade, but it is my assertion that plumbing is not morally inferior than teaching or any other profession.
The world needs plumbers just as it needs teachers. Just as our children would be doomed without an effective education system, society would face a similar state of chaos if, suddenly, there was no one to fix our showers, toilets, sinks, or other essential needs. The morality of each comes not from the profession itself, but rather from the way in which it is practiced. If a teacher works only for the excellent salary, favorable benefits, and fantastic pension while paying little attention to the needs of the children, is he or she moral by virtue of their profession alone? Of course, we can collectively answer “no” to such a question.
The real moral value of one’s profession lies with the manner in which it is practiced. When a person does their job with passion, care, and pride, we may call them moral. The real danger comes from the false sense of ethical superiority that accompanies a job title, when true morality should be found in appreciating each other’s professions as necessary components of a functioning society. After all, there are no moral professions – only moral people.
- Kareem Fullerton
Fullan, M. G. (1993). Why teachers must become change agents. Educational Leadership, March, 50(6), 12-17.