An Analysis of three Arguments Supporting “Teacher Intimacy” in an Ethical Teaching

This article seeks to ethically analyze the teacher’s intimacy in the teaching process in order to evaluate and respond to the arguments of the pros and cons of intimacy in the classroom, then it provides a perspective based on islamic teachings.

This article is a descriptive-analytical method based on an argumentative approach and the use of religious teachings.

In response to the morality or immorality of intimacy for the proponents of arguments has been argued, such as: 1. Argument based on educational effectiveness 2. Argument based on educational and moral results 3. Argument based on the role model of the teacher, and for opponents four arguments: 1- Argument based on degrading the teacher 2- Argument based on disrupting the management of the teacher 3- Argument based on non-observance of justice 4- Argument based being risky of the teacher’s intimacy.

According to the arguments for and against, intimacy cannot be absolutely rejected or accepted, so the findings of this study show that this principle can be accepted as an important capacity in the teaching process, but in some special situations, observing the ethical limits is essential for the realization of educational goals. The authors of the survey conclude that intimacy as a strategic and educational principle is necessary for effective teaching and learning, but in some situations it can severely lead to moral challenges, divert the path of education.