The ideal teacher
By Fr.
ROY CIMAGALA,
roycimagala@gmail.com
February 5, 2016
I SUPPOSE among the first
things that come to mind when we think of how a good and ideal teacher
should be are that he is competent, does continuing study and research
on his subject, prepares his classes well, delivers them fluently,
keeps good relation with his students and colleagues, submits grades
punctually, etc.
Those are indeed excellent
qualities but they are not enough. In fact, they simply are
peripherals and can be dangerous and counterproductive if they are not
inspired by the proper spirit of love. Without the latter, the other
qualities would be at the mercy of other spirits not proper to us.
These otherwise good
qualities would simply be conditioned and dependent on purely human
desires and intentions that, no matter how well-founded, will always
bear the marks of human frailties and vulnerabilities, and later of
self-interest if not sheer malice.
Having the proper spirit is
fundamental and indispensable for a teacher to be a good one. He
should not only be a master of the subject he teaches, but he also
should manage to inspire love for God and for others.
That is the proper spirit to
have. A good teacher manages to relate the things he teaches, no
matter how technical and mundane, to God and to others. He should
inspire the students to love God and others more through the things he
teaches.
Failure in this crucial
point would expose the things taught and learned to the dynamics of
merely worldly values that are very vulnerable to being used and
exploited by evil spirits.
This is actually what is
taking place these days. We have quite progressed in terms of
knowledge. Our sciences and technologies are practically bursting with
new developments and possibilities. We are having an overload. But
without charity inspiring them, they can easily be misused and abused.
Let’s remember what St. Paul said once: “Knowledge puffs up, but love
builds up.” (1 Cor 8,1)
A good and ideal teacher,
let’s reiterate it, always manages to relate the things taught to God
and to inspire his students to love God and others through these
things. The lessons he teaches are not merely technical things, or
intellectual or theoretical affairs. He manages to link them to the
abiding providential action of God.
In other words, while he is
most rigorous in the technical and intellectual aspects of the lessons
taught, his teaching is such that piety is not impaired or forgotten,
but in fact, is fostered. He does not leave piety behind in his
teaching. He does not think that the inputs of faith, hope and charity
would be a hindrance in his teaching.
This is also another point
to be overcome. Many people think that things of faith, hope and
charity, the requirements of piety and all the other virtues are a
drag to teaching. Well, not at all! On the contrary, they enrich their
teaching, grounding and orienting them properly, and infusing them
with prudence and other virtues.
The worldly lessons they
transmit can acquire an eternal value. They cease to be simply
practical and beneficial in a purely worldly way. They become vehicles
for one’s sanctification which, in the end, is the only thing
necessary in this life. “What does it profit a man,” Christ says, “if
he gains the whole world but loses his soul?” (Mt 16,26)
If we realize this point on
what really would make for an ideal teacher, then we can discover what
the real problem is, what the real handicap is in the area of
education all over the world today.
It’s the secularization of
education, an education with hardly any relation to God. And if there
is, that relation is mostly formalistic and ornamental. Even so-called
Catholic schools can be accused of this. Cases in this area have
sprouted all over the place, provoking the Vatican to act.
We need to see to it that
the teachers in schools are not only technically competent, but also,
and more importantly, spiritually healthy. We need to see to it that
they know how to relate things to God and how to teach things in such
a way that the love for God and for others increases. There has to be
a way of measuring this, no matter how imperfect.
Obviously, there is need to
train teachers in this most crucial point. This has to start
somewhere, which can be no other than the higher authorities. With
respect to the Church, it’s the Holy Father, the Vatican, the bishops
and priests. In the secular world, it should be the government and the
different leaders in civil society.