THE TEACHER AS A PHILOSOPHER: A PARADIGM FOR TRANSFORMATIVE  EDUCATION

George Chizoba Okpara; Ezeanolue Aloysius Okwuchukwu PhD, (Rev. Fr.); Dr Abiakwu, Onyinyechi Felicity; Egbebu Francis Ugochukwu (PhD); Ekoh Livinus Akajife

George Chizoba Okpara
Ezeanolue Aloysius Okwuchukwu PhD, (Rev. Fr.)
Dr Abiakwu, Onyinyechi Felicity
Egbebu Francis Ugochukwu (PhD)
Ekoh Livinus Akajife

Keywords: Teacher, Philosopher, Critical Thinking, Ethical Reflection, Mezirow’s Theory

Abstract

The role of the teacher has evolved in response to societal and cultural shifts, giving rise to the concept of the teacher as one who understands the overall idea of philosophical training and the importance of bringing it into education. This paper explores the teacher as a philosopher, particularly its potential to transform education through the adoption of philosophies. It utilizes a qualitative method to analyze the contemporary philosophy of education literature and the integration of philosophical pedagogy in teaching practices. Based on relevant findings from the literature, this study discusses how the teacher as a philosopher understands and facilitates critical thinking, ethical reasoning, and social justice, and the impact this has on both students and the educational system. Additionally, the paper addresses the challenges educators face in implementing various kinds of philosophical models in teaching and offers strategies for integrating philosophical pedagogy across diverse educational contexts. It concludes by asserting that teachers who embody the role of philosophers can play a vital role in preparing students to be active and thoughtful participants in society.