Buddhist teachers are those who are not proactive in the teaching process, do not care about students, do not pursue teaching quality, and only seek to cope with things. Their appearance has aroused widespread concern and criticism in society, and they are considered to be the scum and failure of education. So, how do Buddhist teachers view their profession and responsibilities? Do they have self-cultivation consciousness and action? This article will explore this issue from two perspectives: the mindset and behavior of Buddhist teachers.
First of all, the mentality of Buddhist teachers can be divided into the following types:
It doesn't matter type. Such Buddhist teachers have no regard for their profession and duties, believing that teaching is nothing more than a job to earn a living, as long as they can get paid, regardless of how well the students learn or how well they teach. They lack enthusiasm and responsibility for education, as well as requirements for their own professional qualities and development.
Helpless type. Such Buddhist teachers have certain recognition and expectations for their profession and responsibilities, but for various reasons they are disappointed and frustrated, believing that they cannot change the status quo and cannot achieve their ideals. They may be affected by the unfair or imperfect education system, or they may be plagued by work stress or frustration, or they may lack support or incentive mechanisms.
Incompetent type. This type of Buddhist teacher has a certain respect and pursuit for his profession and duties, but due to his lack of ability or conditions, he feels powerless and inferior, and believes that he is not qualified for the job and cannot improve his level. They may be limited by academic qualifications or qualifications, or because they lack knowledge or skills updating, or because they lack the spirit of innovation or enterprise.
Second, the behavior of Buddhist teachers can be divided into the following patterns:
Mixed day subtype. Such Buddhist teachers only do the most basic and necessary things in their work, and do not do superfluous and active things. They only complete teaching tasks according to regulations or arrangements, and do not care about teaching effects and feedback; Complete the evaluation only in accordance with the requirements or standards, and do not care about the fairness and quality of the evaluation; Only follow the form or procedure to complete the management work, do not care about management efficiency and improvement.
Go back door type. Such Buddhist teachers use various relationships and means in their work to obtain benefits and convenience, without regard for fairness and morality. They obtain favors or privileges by wooing or bribing leaders or colleagues; gain trust or support by deceiving or concealing students or parents; Obtaining honors or awards by plagiarizing or falsifying academic work.
Career change. Such Buddhist teachers look for various opportunities and ways to change their profession and life in their work, and are not satisfied with the status quo and the present. They increase their income or interest by participating in or starting various part-time or side businesses; Enhance one's ability or status by studying or obtaining various certificates or qualifications; Transform or grow by applying for or moving jobs in a variety of roles or industries.
In general, the self-cultivation of Buddhist teachers is very lacking and needs to be improved. They lack the correct understanding and attitude towards their profession and responsibilities, and lack positive actions and improvements to their work and level. They need to adjust their concepts and emotions from the mentality, and change their ways and methods from the behavior, so as to enhance their professional quality and social value, and make due contributions to the cause of education.