Content area
초록
This dissertation is an argument for a teacher practice called "disclosure." The theme is an investigation into teachers alerting students to the condition of cultural/ethical diversity, acquainting students with ethical frameworks within diversity, and introducing students to coherent modes of moral rationality not otherwise available in the diversity. The dissertation will investigate the community contexts for disclosure and present rationales for constructing disclosure. It will present a practice of disclosure and a discussion of selected problems about that practice. Throughout, the dissertation will focus on elaborating the concept and a justification for a practice of teachers revealing to students important content and features about the teacher's own moral/spiritual convictions.
The dissertation is a philosophical construction rather than qualitative or quantitative research. Nevertheless, it is research into the works of several authors and how their themes apply to the practice of teaching. It is also research in the sense that a treatise is research: the critical, scholarly work required before moving on to the "conceptualization" and "operationalization" of typical educational/social science research. In this way, any ensuing quantitative or qualitative research will be "grounded" not in unexamined prejudices but in the prejudices and intuitions deliberately located in some identified and expressed tradition of thought. In fact, it is this kind of disclosure that the dissertation seeks to describe and then apply to the teacher's practice.
I have selected an emergent style of presentation rather than commencing with fixed definitions and working deductively from there. I have drawn several themes from several sources, largely unrelated, and have woven them together. The aim of this work is to elaborate a style or posture that informs the teacher's overall practice. For this reason, I ask the reader's patience in examining the entire writing project. I believe the result will be a comprehensive though not exhaustive appreciation of a teacher practice valuable for those who reflect on the challenges of teaching in the context of cultural diversity.
