Teachers are Researchers

Reflection # 5  with Professor Marsigit.

Would the statement given above as my topic be classified analytic or synthetic? If it’s either of the two, can it be “a priori” or “a posteriori” proposition.

As teachers, aspects of our lives have to be within the domains of our profession, theoretically and practically.  Our mission is the same throughout our teaching career, educating the child according to the various school missions that we have in correspondence with the education mission as a state. Consequently, within individual teacher’s intuition, there are contradictions in their own contribution towards the mission and vision with their own selves as teachers of mathematics. Apparently sharing the same sentiments as Earnest,

Individuals’ conceptualisations of their lives and the world about them are through a highly quantified framework. The requirement for efficient workers and employees to regulate material production profitably necessitated the structuring and control of space and time (Taylor 1911) and for workers’ self-identities to be constructed and constituted through this structured space-time-economics frame (Foucault 1976). We understand our lives through the conceptual meshes of the clock, calendar, working timetables, travel planning and timetables, finances and currencies, ie concept of insurance, pensions, tax, measurements of weight, length, area and volume, graphical and geometric representations, etc. This positions individuals as regulated subjects and workers in an information controlling society/state, as consumers in post-modern consumerist society, and as beings in a quantified universe.

Accommodating all of the above, where do were stand as teachers of mathematics? Why do we teach mathematics? What are the purposes, goals, justifications and reasons for teaching mathematics? Realistically, probably our concepts of the two key words teacher and mathematics have been at the tip of an iceberg. As teachers we ought to continuously research our profession subjectively and objectively. Developing ourselves professionally is essential in the context of both as a mathematics teacher and for mathematics. Considering Earnest (1991), five interest groups and their aims for teaching mathematics, which are the: Industrial Trainers {Acquiring basic mathematical skills and numeracy and social training in obedience (authoritarian, basic skills centred)}, Technological Pragmatists {Learning basic skills and learning to solve practical problems with mathematics and information technology (industry and work centred)}, Old Humanist Mathematician {Understanding and capability in advanced mathematics, with some appreciation of mathematics (pure mathematics centred)}, Progressive Educators {Gaining confidence, creativity and self expression through maths (child-centred progressivism)} and Public Educators {Empowerment of learners as critical and mathematically literate citizens in society (empowerment and social justice concerns)}. Which of those do we individually belong to or do we aspire to belong to?

We consider the concept of accountability and sustainability. As teachers we are accountable for our actions and responsibilities towards stakeholders of the school. We ought to reflect upon every results feedback after an exam. It is very important to reflect within our own epoche, how we have performed after every academic year. Have we been honestly and righteously doing our duties to God, let alone our own selves? It reflects our selves, who we are really and how have we honestly been doing within this academic year. A show of contradiction between our noumena and phenomena, the unseen real vs the unreal seen. Sustaining, our students’ in all dimensions of life within the bounds of the school is an important aspect of our responsibility as a member of a noble profession. We will often be respected throughout our lives as provider of knowledge and wisdom within the lives of our students. We are accountable and sustainer for their knowledge regarding our subject content. Thus, as bapak mentions, we are researchers, we will continue to research for better ways to teach, for simpler notes to provide, and for our students’family and personal backgrounds, our stakeholders and our own selves as teachers.

Thus, to answer the question above, “Teachers are Researchers” are a posteriori analytic proposition. In my experience, we as teachers are definitely researchers.

Reference

Ernest, P (1991). The Philosophy of Mathematics Education, Studies in Education; Taylor & Francis; ROUTLEDGE FALMER.

Know Thy Self

Reflection # 4 with Professor Marsigit.

An eighty year old man or woman, who has already experienced the methods of life in its various scope and dimension probably would have wondered how they did in this universe. If only we can each have an autobiography of our lives a few years before we pass on, many people will have the opportunity to reflect and better their lives. However, if it’s in terms of materialism or formalism it would rather be too late, only exception would be in terms of spiritualism. Methods of our lives are different due to differences in religion, culture, ethics and morals and other aspects of life. But whatever differences are there, it would be rather amazing to know and feel that we all as human beings share commonalities especially in terms of morals and ethics despite our differences in religious views.

Methods of our lives reflect our upbringing, depending on whether we intend to carry on our parents teachings or not. It is very important to always do away with negative attitude. Once, we become negative, it becomes a barrier to all formal positive opportunities of life. Thus, it is important to always ask God for guidance because he enlightens the darkness, strengthen the weakness, mend the brokenness, bind what’s being bruised, heal sicknesses and revive all that has died within us.

I quote what was inscribed on the Temple of Apollo “Know thy self”. Are we consciously aware of our physical and concious being? Are we apparently concious of true reality (noumena) under the apparent reality (phenomenon) an unseen real beneath an unreal seen? What are the dimensions of our life around this materialistic world? It’s really all important questions because it is our very own selves that we are questioning. What impresses us most and who inspires us most determines our thoughts and actions, whether they are positive or negative factors. We ought to make a distinction between what we consider really exist from those that do not exist.  In my opinion definitely it is a material world that we live in, we can actually see things for real, but there is an aspect of true reality that we cannot see. That unseen true reality is our true self incorporating the methods, the dimensions, formality and materiality of our lives that none other but only God can see and know. In my opinion, it is the heart of our thoughts that we feel and sense but we cannot see. It is thus a connection between the real and the unreal because what is unseen real is actually what controls and drives the unreal seen.

Question for Mr Marsigit.

Sir, I do believe that what we actually cannot see are real and permanent and all that a human eye see are not real. They are made for our of living in this earth, consistently trialling us for the true nature of self. What do you think?