Ser profesor de filosofía en la UCM

Resumen

I propose in this paper a reflection, a self-analysis, about my extensive teaching experience, not from a formal point of view of the specificity of the program and the subjects of my courses, but about the singularity of the teaching activities. The commitment with the students, with the topic taught and with the Institution in which I have the honor to work, constitute the fundamental motive that leads and conducts my profession as teacher. My explanation displays ten items (1.The lesson as creation. 2. Space, time, and subject. 3. There is always time. About the difficulty to adjust contents to 52 hours. 4. The worst lesson is the one not given. 5. The teacher’s virtues. 6.To spare the rod is to spoil the child. The child’s rod. 7. Extension and intensity of the contents in the academic year. 8. The reward of the well-done work. 9. Our dignity lies in the fulfillment of the agreements. 10 Tutorial, exams and evaluation). Each of them presents a speculation about one of the ideal elements of the good teacher all of us aim to be. For that reason this essay is not a positivist description of the teaching reality, but it expects to reconstruct the critical demarcation between the ideality which all of us try to achieve and the empirical reality that constantly pull us in the opposite direction. The coercion without coercions of the exemplariness pushes us to maintain alive the faith in the appropriation of the nature and soul of the ideal teacher.