A profession so noble that the ones pursuing it are placed on a pedestal equivalent almost to the status of God, teaching is one of the toughest yet one of the most gratifying of experiences to endure and enjoy. For those who are immensely passionate about knowledge and more so of spreading its light all around them, identifying as a teacher in whatever manner and assertion of them is a pride they humbly reserve for their zeal and interest in furthering the overall good of mankind. Indispensable indeed to the society and indeed for every one of us, teachers are the souls who mould our lives and help us embark in the right path of living so much so that leaves every single one of us forever indebted to their taking upon themselves the wholesome, tremendous responsibility of imparting upon us all the knowledge of the world.
As a profession the world is more than frequently accustomed with in today’s times, teaching doesn’t necessarily emerge as a process in much complexity. And yet the nuances governing this ultimate serving of the primary ethos that makes civilised humans out of breathing and living beings happen to be exemplary such that categorises teaching as one of the most delicate jobs to ever undertake. Delicate not in the sense of the ease of it, not certainly for sure as anyone who have ever ventured into this world of educating in general and schooling or tutoring in particular would know. But delicate instead in the seemingly opposing revealing of it, as a task in such adeptness and careful consideration that cannot be mastered by just about any and everyone despite their immense dedication and wholehearted efforts at it.
This current characterisation of teaching developed into its more modern classification as a profession from the traditional and parallelly persisting still notion of its pursuit as both an art and a science alike is one that is mostly understood in all formal settings of it. Whether that be across the institutional fore of schools and colleges and even coaching centres or less organised or informal almost conduct of private tuitions or prep classes, the teaching scenario today asserts as one rather intricate construct in educating and training of students and young minds and the like. With a cohort of degrees and diplomas backing up their preference for teaching, and a collection of certificates and documents to institutionally further their claim in sufficiently sound knowledge sought to be imparted to others, the teachers of today go through the rigours of the professional world as intensively as any other enthusiast of diverse career scopes.
This armed with the armor of what the modern world sees as validation enough for aspiring teachers to appropriately align their footsteps with the demanding drives of the world however does not mean by default that those with the thicker stack of credentials on paper or in possession of the higher percentages will always be the ones emerging as the best teachers. And while the superlative degree of best itself might be very relative and the way and manner of teaching of some more extracting of desirable results from some pupils over the other, the fact remains that academic qualification has never been and can never be the true testimony of the teaching aptitude.
That’s because teaching is an art derived out of the most intricate workings of science to be able to efficiently deliver through others such impact of which knowledge is omnipotently esteemed in. Encountered in this accurate notion of it had been the teaching module of the early times that made teachers out of priests and prophets as an obvious choice of the learned taking upon themselves the onus of furthering the process of learning. Back in the day when teaching ‘originated’- that of course is a matter impossible to pinpoint in all preciseness of this process in eternal continuation- this was a role revered in great significance of what it would entail.
As people considered to be closer to the supreme being essentially regarded in greater wisdom and sagacity, priests commanded a respect and stature that made them the perfect teachers one would look up to in all their knowledge as well as esteem. Naturally therefore, the distinguished identity of such religious men in society brought upon them an added appreciation through their alternative role of teachers and thus has continued the immense exaltation and reverence of teachers as a value furthered through tradition and subsequent as a realisation that is crucial indeed to the very essence of teachers playing perfectly their role in being moulders of mankind.
This according of respect and accreditation of knowledge is something very necessary to the whole teaching profession, in amounts perhaps greater and in means somehow diverse than what alludes to other areas of work equally noble and dignified and worthy or such. The reason as to why this is so isn’t anything very difficult to understand and interpret as teaching in itself imbibes a dignity and simultaneously a distinction that is important to hold on to but tricky also to skilfully retain. It perhaps is an irony that the noble essence of teaching allows also for such laxities to pass that might interfere or even threaten the very regarding of this responsibility in high place. The esteemed status of teaching might be what lures some to this call in beckoning even when they might not be particularly interested in their deliverance of this art itself.
Conversely and somewhat ‘sadly’ as well, even those who profess within themselves the utmost love for this exploration in wholesome sustenance and advancement of civilisation might not be the most adept in imparting knowledge to those intended. Whether that be an innate mischaracterisation of their desire in doing something ‘not meant for them’ or even such accidental stumbling upon folks not regarding highly their duty in learning, the mistranslation in doing happens to be one rather impeding of the natural progression of civilisation.
That is a sad state of affairs newly unravelling in the modern world though not exactly only recently. Teaching might still be elucidated and extolled as a profession noble but the intensity of that belief seems to be dwindling in popular perception of it. The earlier days though when teaching was taken to not so much as a profession as it was as an act in noble again leanings would rarely or never in fact spur such audacity of thought. Throwback to the times of when probably the first private tutor Confucius embarked on this journey in immense esteem, this particular proposition in reverence essentially emerged as the definite element in influencing and shaping minds seeking out in all willingness the vast wonders of learning.
The changing nature of teaching both in its perception and in scope relates though not just to the esteem of it. Equally subject to the forces of change through evolution has been the manner of teaching that has since transitioned from the didactic to the more practical with of course a host of other adjectives coming to concern this essential pursuit of society though not exclusively nor entirely in conglomeration. It has been always an overlapping idea in development, weaving elements of all in differing intensities in weightage and such that has shaped the notions of teaching uniquely in every period of history and in its individual comprehension by cultures.
Interestingly the concept of teaching is one not always subject to the norms definitively set out to mark its path in progression, even if not definedly so. Beyond the viewing of teaching as a profession or as something that one might pursue both in their love for it and the potential that it holds in terms material as well as value based, this universally necessary prospect in immense importance need not always be consciously undertaken. Teaching can also be ‘subconscious’ so as to say as in when one inculcates within themselves such habits and ways of life that see them through the lanes of the world and in the process thereby set an example for others to follow and emulate for their own learning in how to lead life. The onus in this regard though rests more on the learner than upon the teacher, derived as it is the knowledge of whatever it concerns by the one learning rather than the one being taught even when both happen to be essentially and exactly the same being.
That being said though, it also is the skill of the teacher even when not necessarily identifying as such in being fluent or convincing enough in their rendition of tasks or their display of wisdom that impacts considerably the extent to which they end up influencing others around them. For the passing on of something as inexhaustive and limitless as knowledge might not occur in all effectiveness despite the best intentions of the teacher and the pupil alike, simply because the absorbing of information and the relaying of it both happen to be immensely hinging on personal capacities of every individual human being. To say that it is the student who makes the teacher as much as it is the teacher moulding the student should not be any exaggeration in essence. Given the symbiotic relationship that the teacher- student relationship unfurls as, teaching for sure is a noble process more universal in its innate engaging of the most natural faculties.