In his book "The Moral Heart of Teaching," philosopher David Hansen embarks on a profound exploration of the ethical core of educational practice. Hansen articulates the belief that teaching is not merely a profession but a vocation rooted in moral responsibility. His arguments can be applied to educational settings and pedagogical traditions beyond conventional classroom learning, and are especially relevant to the nuanced work of writing tutoring. The deeply personal act of guiding a young writer and thinker inherently calls for moral consideration.

Hansen's Core Arguments: A Synopsis

Hansen argues that teaching, at its heart, is a moral activity. He believes that educators are responsible not just for the academic growth of their students but also for fostering their development as whole persons. The following themes underpin his philosophy:

Teaching as Stewardship: Hansen views teachers as stewards of their students' intellectual and moral development. This stewardship involves nurturing not only their intellect but also their character, a duality that must remain top-of-mind for tutors who help shape their students' abilities to think, express themselves, and engage with the world through writing.
Authenticity and Care: Hansen emphasizes the importance of authenticity in the teaching relationship. He encourages teachers to genuinely care about their students' learning, a principle that writing tutors embody by cultivating a sincere interest in their tutees' ideas, voices, and perspectives. Effective tutors care about what their students care about — they want to understand what makes each pupil “tick.”
Moral Dialogue: In Hansen’s book, education is seen as a dialogical process, wherein the ongoing exchange between teacher and student is fundamental to learning. In writing tutoring, this dialogue takes on a special significance as tutors help students articulate their thoughts, a process rife with ethical considerations surrounding voice, agency, impact, and respect.
Reflective Practice: The reflective teacher, according to Hansen, constantly examines their teaching practices and their impact on students. Re-evaluation is part of the job. For writing tutors, cultivating such a practice of self-reflection means continuously adapting their strategies to meet the ethical and educational needs of each individual writer they work with.
Cultivation of Self: Finally, Hansen posits that teachers should be committed to their own moral and intellectual development, a conviction that writing tutors can take to heart by continually honing their craft and understanding of writing's ethical dimensions.

Relevance to Writing Tutoring

The art of writing tutoring is inherently personal and highly nuanced, which is why it occurs one-on-one rather than in a group. Tutors are entrusted with their students' intellectual and expressive development, a task that calls for a deep sense of moral responsibility and care. Hansen's arguments underscore the importance of viewing writing tutoring as more than a simple transfer of skills. Instead, it's an engagement with students’ moral and intellectual growth.

By internalizing Hansen's principles, writing tutors can facilitate a long-term learning experience that instils respect for individual voice, cultivates critical thinking, and fosters a powerful sensitivity to the ethical dimensions of writing and communication. As tutors, embracing the moral heart of teaching can lead to a more thoughtful, empathetic approach to literary guidance, wherein the act of writing becomes a shared journey of discovery, rather than a solitary or rote task.

Conclusion

David Hansen's The Moral Heart of Teaching is a timely and timeless reminder of the profound impact educators can have on their students. For those called to the work of writing tutoring, this book can serve as a beacon, lighting the way toward a pedagogical practice that is as ethically sound as it is educationally effective. By integrating Hansen's moral perspective into their professional approach, writing tutors will ensure that they contribute not just to the development of competent writers, but to the growth of reflective, conscientious members of human society.