The Role of Affection and Intimacy in the Quantitative and Qualitative Development of Teacher-Student Transferring values and Attitudes during the Design Education Process
Subject Areas : Curriculum Design and Development
Hamed Ahvar
1
,
Gholamreza Talischi
2
,
Saeed Tizghalam Zenozi
3
1 - PhD student in Architectural Engineering, Technical and Engineering Faculty, Islamic Azad University, Saveh Branch, Saveh, Iran.
2 - Associate Professor, Faculty of Art and Architecture, Bo Ali Sina University, Hamadan, Iran
3 - Associate Professor, Faculty of Art and Architecture, Islamic Azad University, Tehran Branch, Tehran, Iran
Keywords:
Abstract :
The Role of Affection and Intimacy in the Quantitative and Qualitative Development of Teacher-Student Transferring values and Attitudes during the Design Education Process
Abstract
Purpose: The scientific, artistic, practical and moral qualities of the teacher guarantee the formation of a constructive relationship between the teacher and the student. As a result, the more advanced and progressive a teacher is, the more he or she influences students, or in other words, the quality of his or her apprenticeship. The purpose of this study is to investigate the role of love and intimacy in the quantitative and qualitative development of the transfer of values and attitudes from teacher to student during the design education process.
Methodology: The present study has a qualitative approach in terms of method. Considering the qualitative approach of the research, grounded theory method for analyzing information and presenting the process of transferring knowledge, ability and insight from teacher to student was examined and information was conducted through open and in-depth interviews with interviewees at three general levels of architecture professors. , Graduates and students of public and non-governmental universities inside and outside the country were gathered
Findings: The results showed that in the field of teacher's love and intimacy to the student, factors such as two-way emotional communication, creating love in an area beyond the educational field, student interest in the teacher's personal personality, obvious transfer in case of love, positive or negative impact Love, freedom in expressing desires in quantitative and qualitative development are the transfer of values and attitudes of the teacher to the student during the design process.
Conclusion: The interest between the teacher and the student is important that if not created in the most optimistic case, at least part of the information, skills and attitudes of the teacher will not find the opportunity to transfer to the student. Thus, the interest between the student and the teacher, as a powerful catalyst, greatly increases the quality and volume of material conveyed.
Keywords: Teacher Love and Intimacy, Value Transfer and Attitude, Teaching Process
Introduction
While acquiring theoretical and practical abilities, the student acquires impressions, attitudes, and views that he has developed through his study of art and research. A casual examination of the ideas, expressions, and works of each teacher's students will reveal the importance of the teacher's worldview, values, attitudes, and macro views on the student's attitude. As the greatest philosopher in recorded history, Plato used Socratic terminology in his writings and works, demonstrating how much his instructor had affected the way he thought and wrote. This issue demonstrates his admiration and esteem for his teacher's morals and way of life and his attempt to preserve his memory and ideas through his writings (Ahmadian Rad, 2015).
We shall quickly outline the steps taken in this area in recent years as a continuation of the efforts made to fundamentally alter Iran's educational system. The first coherent philosophy of education and training derived from Iranian-Islamic ideas was recognized by Zibakalam (2011), who published a work titled "Philosophical Foundations of Education in Iran." He identified the causes of some of the issues and shortcomings in Iran's educational system in this book and concluded that some of these issues were brought on by the absence of a philosophy that guided the system's operation. Following this, Bagheri (2013) created a philosophy for the Iranian educational system for the first time in Iran as an educational philosopher. He believed formulating such a philosophy to be a necessary and inevitable condition for ensuring intellectual and practical coherence at education's decision-making and implementation levels. In his research entitled "Research to achieve the philosophy of education in Iran," he searched for the fundamental components and framework of such a philosophy in Islamic thought. The Islamic Republic of Iran's National Education Document compilation is another endeavor in this area that has been undertaken on a very broad scale but has not yet been finished.
The philosophy of education is currently used as a sales tool, and it is put at the service of the market, businesses, and professional institutions. The success of educational philosophers and even specialist publications are assessed with these criteria, which have garnered increasing attention to topics like "Ethics in Education," "Critical Thinking," and other related ones (Siegel, 1981). However, the value of this specialized sector resides not only in the support it can offer to schools and instructors but also in the soundness of its philosophical underpinnings. In the modern period, philosophers are less interested in narrowly focusing on one practice, such as education (Siegel and Scheffler, 2005). It is hoped that by recognizing and enhancing its status in the nation's education system, it will grow and play an essential role in this cultural institution shortly. The current situation demonstrates that Iran's educational philosophy is in the process of self-discovery and verifying its role in the educational system. Although the relationship between the philosophy of education, education, and Iran's educational system does not appear to be very dynamic, the rise in the number of graduates, the rise in the quality of scientific publications and works, the organization of specialized seminars, the formation of a national association, the launch of a specialized journal, and the rise in the number of university groups in this area can serve as the foundation for raising the standard of this relationship. In any event, we concur with Muir (2004) that the fundamental shifts in the philosophy of education and training won't happen by chance, by altering the social climate or the support of teachers, but rather as a result of reforms that take place inside this field. To prioritize, accelerate, improve quality, and uncover overlooked but crucial elements in the aforementioned process, the current research aims to investigate the role of affection and intimacy in the quality of the transfer of values and attitudes from the teacher to the student. This ultimately leads to the design of strategies to explain as much as possible through it, and through it as much as possible, a codified model can be achieved.
Theoretical framework
Learning
Learning theories are divided into two sizable behavioral and cognitive sets and evaluate the circumstances under which learning occurs or does not (Sha'bani, 2021).
Behavioral theories
According to the behaviorist point of view, events that can be observed should be used to explain behavior rather than mental processes. Behaviorists believe that since thoughts, feelings, and intentions cannot be directly observed, they are unsuitable subjects for the science of research conduct. Instead, they believe that behavior is what we do and is directly observable. Among the behavioral stances that have adopted this position are those of classical conditioning, trial and error, and operant conditioning (Biyabangerd, 2014).
According to these beliefs, learning is the process through which the association between stimulus and reaction in the human neurological system is established and strengthened. In the learning process, a "state or condition" first affects the learner, then it pushes him to act, and there is a relationship between that state or condition and the answer is given, after which the student completes the act of learning (Shabani, 2021). According to Thorndik’s theory, learning is defined as the organism choosing a response from a range of possible responses and connecting that reaction to the stimulus condition. Because of this, Thorndik’s teaching strategy has been referred to as learning via trial and error (Seif, 2013).
Cognitive theories
According to cognitive theorists, learning is the act of building new cognitive structures that are used to process and retain information in memory. They believe that learning is an internal process that may not immediately result in a change in outward behavior but instead develops abilities in a person and stores them in his memory so that he can use them whenever he chooses (Seif, 2013). In this approach, learning is the insight gained through comprehending the learning scenario as a cohesive whole and is attained through learning the connections between the various parts that make up the learning environment. According to Wolfgang Kohler, another Gestalt thinker, learning occurs when a person can comprehend the situation's totality by comprehending the connections between its many parts as an ordered whole.
Social-cognitive theory
Albert Bandura, a psychologist from Canada, is credited as the theory's creator (Sha'bani, 1400). According to him, a person's factors—such as beliefs, expectations, and attitudes—interact with their physical and social environments, as well as their practical and verbal acts, and none of these three aspects can be viewed as independent predictors of human behavior. This trio of interactions is what he called mutual determination. In other words, environmental variables influence behavior, conduct influences the environment, and vice versa.
Literature review
Philosophy of education in Iran
The essay "The True Definition of Education" (1937) (Magazine of Education and Training), as well as the piece "Education and Human Destiny" (1953), were both written by Dr. Hoshiar, one of the pioneers in this field in Iran (Education Magazine).
One of the finest educators in history, "John Dewey," is responsible for the 1941s in Iran. Many of these philosophers' writings were translated and published in Iran during this decade. His thoughts and ideas were heavily promoted in America, and his fame spread throughout the entire world.
Amirhossein Arianpour translated the works "School and Student" (1947), "School and Community" (1948), "Schools of Tomorrow" (1949), and "An Introduction to the Philosophy of Education or Democracy and Education" (1950) by Mr. Mushfaq Hamdani.
According to the past and present condition of the philosophy of education field on a worldwide and national scale, our nation is emerging from a prehistoric stage while this area is evolving very quickly and in tandem with increasing growth and development. According to the issues raised in this article, the majority of the efforts made by Iranian researchers in the philosophy of education and training have been focused on educating teachers about the significance of this field, simply because the philosophy of education is directly related to how well teachers perform in the classroom. This is supported by an examination of the pioneers in the discipline and by a collection of other written works on Iranian educational philosophy. Furthermore, the international current of thinking that has been prevalent in the West for the past 30 years influences studies connected to the philosophy of education in Iran to some extent (Siegel, 1981). Despite this, it is important to note that it is dangerous for the philosophy of education and "practice" to be mutually exclusive. Because educational philosophers disregard teachers' other professional responsibilities and objectives while urging them to pay attention to the philosophy of education, in other words, if the connection between opinion and action is overemphasized, it may be easy to overlook the fact that an educational philosopher is first and primarily a philosopher.
Methodology
In terms of methodology, the current study uses a qualitative approach. The grounded theory method was investigated to evaluate data and portray the process of imparting knowledge, skill, and insight from teacher to student while considering the qualitative research methodology. Open-ended questions were asked in-depth of interviewees at three different levels: architecture professors, graduates, and students at domestic and international public and private universities. An effort was made during the Delphi research process to incorporate various spectrums, ages, and degrees of learning as well as the process of upgrading the interview level from beginner to expert, following the opinions of experts. Each interview was conducted by prior arrangement, typically in the evenings, in one- to two-hour intervals, in the educational setting or the interviewee's workplace, and was audio recorded. The interviewees were chosen through consultation with expert professors and consultation with the interviewees present in the research. Each interview was conducted, word-by-word implementation started, and all questions and responses were programmed without any literary editing to capture the interviewees' full meaning. The qualitative research analysis program MAXQDA v10 R150410 was used to examine the results.
Findings
Given that the grounded theory method's research approach is built on interviews and doesn't include the standard hypotheses and thinking found in quantitative studies; as a result, the interviews were conducted to provide the most thorough answers to the following questions during the research process:
What qualities make a teacher stand out from the crowd and inspire students to think and act as he does?
What elements affect the student's ability to influence the teacher?
The function of attachment and closeness in the quantitative and qualitative growth of the transmission of the teacher's values and attitudes was recognized as one of the categories after conducting twelve interviews with integration, deepening, and comparison of the categories.
Table 1. The codes obtained in the area of the role of affection and intimacy in the transfer of values and attitudes from teacher to student
Love and intimacy | Reciprocal emotional communication |
Creating love in a field beyond the educational field | |
The student's interest in the personality of the teacher | |
The obviousness of transfer in case of affection | |
Positive or negative affectivity due to affection | |
Freedom to express your wishes |
Here are a few examples that can help illustrate some of the research's key findings because there are so many different topics.
Kindness, love and interest
For the learner, love and affection act as a form of "go-ahead" so that he has the chance to get to know and be interested in the teacher and the lesson. Affection can have a remarkable impact on the educational process by transforming the relationship between the teacher and student from one of merely educational exchange into one of close friendship and profound human connection.
- The teacher must first have sympathy, kindness and enthusiasm for the pupil.
- He valued his life for that doctor, the teacher says. He placed value on how it felt. She was made the target of his teasing. Despite having had an American education, he permitted this, I say (student).
- The range of a teacher's help should be extensive. Don't turn anyone away. No pupil. Even those who don't want to learn should be provoked by him. Even the good student finds it bothersome that he thinks this is his chance to learn right now (teacher).
You see, there are those people with whom I have an emotional connection.
- I adore kids. I adore everyone, says the professor. Yeah. I don't detest any students; that's what it means.
- Teacher: I cherish people (teacher).
- You won't succeed if you don't like kids (teacher).
- For instance, in the first year of teaching, guys frequently left class early. However, they used to tell one another to let them know to come if so-and-so arrived at class. He came right back. The instructor used to attend my class even though he had previously fled the room (Professor).
- Even the most resistant pupil can be won over with love. No one is exempt from this (teacher).
- Sometimes, a teacher is kind yet uninformed. He unintentionally passes down his positive behavior as well. The instructor is really courteous (teacher).
- This was brought with us since we intended to visit the martyr's home and prepare a program about his life. He traveled to the south of the city and spent a lot of time with us. He even took part in some of our initiatives and spent hours discussing them (student).
- That kid also understands this, and a teacher who enters in that manner will not. He is aware that the instructor did not see him.
- He will never see this teacher since he hasn't seen him. He also doesn't care about his studies (teacher).
- That kid also understands this, and a teacher who enters in that manner will not. He is aware that the instructor did not see him. He will never see this teacher since he hasn't seen him. He also doesn't care about his studies (teacher).
Be kind, love your field, and love your pupils, advises the professor (teacher).
- I have incredibly talented pupils that adore me. Be kind, love your field, and love your pupils, advises the professor (teacher).
- However, I had a kid with a mental illness who mentioned my name when he was asked which instructor he preferred. He stated that because he treats me so well. In my class, he was a very beloved (teacher).
- Once more, this comes from that kind of love. This implies, for instance, that you make an effort to maintain composure when a person you must face is present (teacher).
Love and intimacy
Love is the spirit that permeates this interaction, forming the cornerstone of the partnership between teacher and pupil and deepening it. Without love, the pupil won't be motivated to learn with enthusiasm and compassion. It might nearly be claimed that the existence or absence of this relationship is equivalent to the presence or absence of a master-student relationship due to the breadth and depth of the parties' affection and interests. The most crucial element that makes even the most resistant pupils fall in love with the lesson and eventually try to study with all of their might. Their affection for the instructor, as well as their love for the class and subject, sparked their interest in the instructor. As a result, the fundamental nature of this problem has been investigated and described from various angles:
- The only thing I can say that I believe is important is to build a kind of affection and intimacy, and this may be all I can say, that the student genuinely has anything left for him. Relationships continue longer when there is shared affection beyond transferable knowledge, talents, and other things. The idea is as follows. More of an emotion. Emotions influence attitude and vision. It is not mental, to put it briefly (teacher).
- The instructor must have a heart for people (teacher).
- Love is not produced by military law. Love must be developed elsewhere if it is to exist (teacher).
- Sayad Shirazi is liked by them despite not being aware of these facts. For another reason, they adore him. He must have carried out more activities elsewhere. As an illustration, subordinates enjoy it (teacher).
- It is peculiar for them "students." They can judge your work as soon as they see it, sir, and you trust them to do so (teacher).
- Those who were interested in science adored it. He had taught everyone something (teacher).
- The teacher may be given precedence over the father. Their bond is so close that they even discuss their issues (teacher).
- Sometimes, when you go into a class, you can already picture a pupil. Quickly catching him, the knowledgeable teacher inquires as to his problem. Why be angry? However, the pupil also understands this, and neither does the teacher who comes in such a manner. He is aware that the instructor did not see him. This teacher is someone Jon has never seen and will never see. And he doesn't care about his lesson (teacher).
- They were incredibly kind and considerate. I was studying because I was interested in it and because I cared about them and didn't want them to be upset (teacher).
- The length of accompaniment lengthens the period of interest between teacher and pupil as well as pupil and teacher.
- But when he is acquainted, he is no longer (a teacher). This has a result as well. We make an effort to clarify for the teacher both what we do and do not understand (student).
- He spoke with a lot of urgency, moved his hands a lot, and moved around the classroom a lot. Each student was familiar to him. He exchanged messages with everyone (students).
- It has an impact on loving a teacher (student).
- The pupil must possess the same human traits as the teacher. So it must exist in some form. After all, this hook needs to be lodged somewhere before moving ahead and getting deeper. However, it won't speak if no emotional connection is made and nothing happens (Teacher).
- This detailed explanation is excellent. When we finally become ourselves, they become intimate (student).
- There is a rule that prohibits opposing viewpoints between a professor and a student (Student).
- Not only in construction. It resembles a father-child bond in certain ways (student)
- It was crucial to consider what he could be thinking about me. I had a poor grade, didn't like him, and didn't want to interact with him (student).
- Doctor and the word master. I knew who they meant by "master." I had a fatherly love for him (student)
- He expressed self-doubt, stating, "You were meant to go; why didn't you go?" So, let's go; I'll get up and accompany him to the surgical room (student).
- Love is not produced by military law. Love must be developed somewhere if it is to exist (student).
Not only in architecture, however. It resembles a father-child bond (teacher).
- This relationship gets closer the more you elaborate. It has an impact on everything, even if it is not an insult. Talk loudly (student).
The student's interest in the teacher's personality
In addition to the student's interest in the lesson, the student's interest in or disinterest in the teacher can greatly affect his learning. The motivation behind becoming closer is an interest in the personality of the instructor, which opens up the prospect of developing an increasingly efficient space for the dissemination of information and wisdom. The student's lack of interest in the instructor, on the other side, creates the lowest communication level, which results in the least amount of knowledge being communicated to the student. The quality and quantity of the transferred information are substantially improved by the student and teacher's shared interest, which acts as a potent catalyst:
- A unique bravery, an exceptionally unique serenity, and a wealth of expertise. He was an accomplished individual in his personal life and had traveled much (student).
He spoke passionately, moved his hands a lot, and moved around the classroom a lot. Each pupil was familiar to him. He exchanged messages with everyone (students).
- It has an impact on loving a teacher (student).
Reciprocal emotional communication
One should not overlook the instructor, who is on the opposite side of this interaction, given that the student's interest in the teacher is effective in the aforementioned transfer. In reality, the interaction between a teacher and student, or the relationship between teacher and student, indicates reciprocal interest at its maximum degree. This level of relationship—possibly the highest level between a teacher and a student—can offer an excellent and ideal platform for imparting the teacher's knowledge, skills, and attitude to the pupil in such a way that the latter can stand alongside the former as an outstanding pupil and view the reality of architecture from an equal height.
The importance and effectiveness of this event have led some respondents to conclude that without it, education would continue to be insufficient and that its advancement is essentially dependent upon it. They contend that a teacher and a student are insufficient and that even a teacher and student who have a distant connection is ineffectual or less successful. It is worthwhile to reflect on and pay attention to how this relationship evolved into a father-child bond, as well as one interviewee's perception of this interest:
- It must, after all, exist to some degree. After all, this hook needs to be lodged somewhere before moving ahead and getting deeper. However, if nothing happens or if no emotional connection is made, it will remain mute (teacher).
- This detailed explanation is excellent when we finally become ourselves, becoming close (student).
- There is a regulation where the perspectives of a professor and a student diverge (student).
- Not only in architecture, however. It resembles a father-child bond in certain ways (student).
- It was crucial to consider what he could be thinking about me. I didn't want him to know if my grades were poor. I disliked having to confront him (the student).
- I now know who they mean by the teacher. I adored him like a parent would (student).
Creating love in a field beyond the educational field
According to what has been discussed, the relationship between the instructor and the student is crucial; in the best-case scenario, it will prevent at least some of the teacher's knowledge, abilities, and attitudes from being passed on to the student. It appears that the educational sector - at least by traditional definition - is insufficient to strengthen the aforementioned link. The possibility to grow the relationship between the student and the teacher is made possible by the constrained number of workshop and class hours, the number of university vacations, the generic and occasionally non-technical description of course titles, etc. However, with the student and the teacher's close attention and scrutiny, this relationship can be developed in other places like conferences, workshops, and offices where the teacher travels or even specific projects in the professional environment, giving them enough time to get to know each other and grow the student's devotion and interest in the teacher:
-They don't like him because he is aware of these things. For another reason, they adore him. He must have carried out more activities elsewhere. For instance, subordinates enjoy it (teacher).
- Not only in architecture, however. It resembles a father-child bond (student).
- He was surprised that I didn't visit the city on the weekends and said, "You were meant to go; why didn't you go?" So, come; he will bring me along (student).
Freedom to express wishes
The development of a certain level of intimacy that gives the student a sense of closeness and freedom to ask questions and alert the teacher to potential problems with the educational process is one of the most significant outcomes of elevating the teacher-student relationship to the level of the student's interest in the teacher.
In the process of transmitting information and skills, it is extremely useful and successful that the student can discuss what he has acquired or not learned with ease. Sometimes a teacher's distance from the student prevents him from being aware of what the student has learned, leading him to carry on with his instruction without looking around and paying attention to the student who is on the way. As the session progresses, the student will fall farther and further behind, and the gap between him and the teacher will widen until he is unable to learn anymore and stops. While the master may take his hand to continue the trip if he had a chance to speak about his survival:
- However, he is no longer when he is intimate. This also has an effect. We make an effort to make it simpler for the instructor to grasp what we do and don't understand (student).
The obviousness of transfer in case of affection
The fact that several respondents mentioned that if all the requirements are satisfied, the transmission of information and insight happens automatically and effortlessly is a very interesting point to notice in the current study process. The notion of this transfer's unconsciousness was previously articulated; however, this instance differs from that discussion in that it emphasizes how clear the transfer of values and attitudes is when it comes to love:
- I don't believe it to be very beautiful or a "case of secrets and secrets" (student).
- This relationship gets closer the more you elaborate. Even if it is not meant as an insult, it still has an impact (student).
Positive or negative affectivity due to affection
It should be noticed that during this study, how to transmit values, attitudes, and design techniques from the instructor to the student was examined. This is the final major and significant point in this research. However, it should be understood that any attitude may be transmitted, whether it is positive or bad, provided all the prerequisites are met, and the learner develops a love and connection to the instructor. That is, with the preparation of the conditions and as much as the conditions are provided, the teacher takes advantage of the opportunity to transfer the values, attitudes and design strategies to the student, though it should be noted that what is transferred, the values, attitudes and design strategies from the point of perspective of the master person and nothing else. Therefore, it cannot be anticipated that the student's learning would be in line with the conceptual and methodological frameworks of other design specialists. It is for this reason that many schools have developed throughout the years and that it is feasible to contrast and evaluate different schools of architecture. As a result, to gain proper and complete information, the educational process should be progressed toward thorough and fair critique. Additionally, instructors should be prepared so that they may impart to their pupils what they have learned about architecture as the truth.
- It can be positive or negative (teacher).
- It had a very big impact on life... not life, but professional life (student).
Conclusion
Architecture is a discipline of sciences, methods, and talents; hence its values and attitudes differ from those in other professions. Architecture naturally involves a vast range of knowledge due to the diversity and depth of its concepts, and comprehending architecture also necessitates an acceptable level of a wide range of diverse knowledge. Basic sciences, applied sciences, human sciences, and a variety of arts and crafts are all used in the study of architecture. Therefore, compared to other creative disciplines, obtaining the position of comprehending values and attitudes in architecture is twice as challenging. Research like this can help pave the road for achieving that position.
Several variables have a positive impact on how well values and attitudes are transmitted and developed during the architectural education process. The teacher has a significant impact on the student for a variety of reasons. The student picks up values and attitudes that are derived from his teacher's values and attitudes, and his perspective on the aforementioned process will depend on how much his future experiences and studies weaken or strengthen this point of view. For a long time, maybe until the end of his professional career, this impression will serve as the cornerstone of his attitude and may even serve as the foundation for future appraisals.
The student's beliefs and attitudes, which include his or her perspective on the design topic and approach to the issue scenario, constitute the foundation of the student's design competence. These principles serve as the foundation for the student's policy, but they are only relevant to the student's perspective and behavior while he is still learning and growing, as well as in light of his own experiences. Whether intentionally or unintentionally, the teacher imprints his or her values and attitudes on the minds of the students as they learn in a process that also involves the transfer of ability and knowledge. If the instructor pays particular attention to this aspect, he may leave his pupils with a complete and ground-breaking attitude as a priceless legacy through a carefully thought-out arrangement of materials and activities. It might almost be stated that the presence or absence of the teacher-student connection is equivalent to the absence of the relationship because of how deeply ingrained and broad the parties' emotions and interests are in it. Love for the teacher and love for the lesson and the subject, which they have become interested in because of their interest in the teacher, are the two most crucial factors that cause even the most devoted students to fall in love with the lesson and finally try and learn with all their being and all their strength.
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