function of teacher Bertrand Russell

1. Design by M Naseem
Presented by
 Ishaq
 Ilyas
 Naseem

3.  Born: 18 May 1872.
 Nationality: British
 Awards: Noble prize in literature (1950)
 Died: 2 February 1970 (at the age 97)

4.  Ethics
 Logic
 Mathematics
 Metaphysics
 Education
 Philosophy of language
 Philosophy of mathematics
 Philosophy of mind

5.  On Education
 History ofWestern Philosophy
 Why I Am Not A Christian
 Skeptical Essays
 Unpopular Essays
 Authority and the Individual
 Power
 Principles of Social Reconstruction
 Marriage and Morals

6.  Philosophy and Politics
 The Future of Mankind
 The Functions of aTeacher
 IdeasThat Have Helped Mankind
 The SuperiorVirtue of the Oppressed
 On Being Modern-Minded

7.  Criticize on the current education system
 Russell is in oppose to the manner in which state
enforce its own ideology through education.
 He is giving example; like Russia and Germany; the
system of education is such as to produce dedicated
extremist who are ignorant of the world outside
their own country and who are unfamiliar to free
discussion.
 Report

8.  Russell pleads for the liberation of the
teacher from the intellectual bondage
imposed upon him by the government of his
country.
 Education should never be dogmatic.
 The teachers should free to teach what they
please and in the manner they think to be the
best.

10.  Teachers are more than any other class of
people.
 Civilization is a matter partly of knowledge
and partly of emotion.
 It is the duty of the teacher to teach the right
kind of knowledge, and similarly develop the
right kind of emotions.

11.  If democracy is to survive, the teacher should
try to produce in his pupils the spirit of
tolerance which will enable them to
understand people who are different from
themselves.
 the teacher should not allow the spirit of
intolerance to take roots in the minds of his
pupils.

12.  If the teacher is to succeed in his purpose, he
must be free: he should feel himself to be an
individual directed by an inner creative
impulse, and not an individual dominated and
controlled by an outside authority.

13.  Happiness is a worthy goal, and teachers
should work against the psychological
mishap where one seeks to keep others from
being happy. Generally this type of cruelty
grows from envy.

14.  “No man can be a good teacher unless he has
feelings of warm affection towards his pupils
and a genuine desire to impart to them what
he himself believes to be of value [p. 131].”
 This is not to support the behavior of a
propagandist, who tries to push students into
the molds he has created.
 “survey the world and freely choose a purpose
which to them appears of value.”

15.  But the more serious problem is that teachers
who hold unapproved opinions are expected
to be quiet about them, and even to teach
approved untruths.
 Russell mentions the expectation that
teaching will be misleading in civics classes in
the US.
 When students are old enough to see the
obvious falsehood, they tend towards
cynicism instead of improving the matters.

16.  Their job requires (Russell quotes
Shakespeare without attribution) an
“expense of spirit”.
 Overworked teachers become “stressed and
nervous, out of touch with recent work in the
subjects that they teach, and unable to
inspire their students with a sense of the
intellectual delights to be obtained from new
understanding and new knowledge [p. 132].”

17.  Any moral effect that falsehood brings about
will prove unable to stand up to the first
breath of reality. “In any case, to tell lies to
the young, who have no means of checking
what they are told, is morally indefensible [p.
133].”

18.  Example has been given by Russell: like the
independence of physicians towards patients.
 They need freedom from the interference of
bureaucrats and bigots.
 Some great universities have managed to
secure this independence, but most
educational institutions have not so managed

19. Thank you