Prepare: Read the article A Portrait of the Teacher as Friend and Artist: The Example of Jean-Jacques Rousseau by Hunter McEwan (2011) from the Ashford University Library.
Reflect: As you take notes while reading this article, think about the importance of understanding the philosophy behind taking general education courses and how your courses have taught you to think more critically, build character, and become more open-minded to cultural differences, thereby paving the way for you to be successful in the career field you have chosen.
Questions to be answered
Write: For this discussion you will address the following prompts: 
Describe at least three ways a person can teach by example according to the article and provide a personal example in which you have demonstrated this concept.
Explain how “teaching by example” influences the development of ethical and moral reasoning as well as cultural sensitivity and awareness.
“Rousseau categorically denies the educational power of example” (p. 513). Explain your agreement or disagreement with Rousseau’s philosophy of education as it applies to your experience in gaining knowledge.

Required Resources to use: articles
McEwan, H. (2011). A portrait of the teacher as friend and artist: The example of Jean-Jacques Rousseau. Educational Philosophy and Theory, 43(5), 508-520. doi:10.1111/j.1469-5812.2010.00640.x.
•    The full-text version of this article can be accessed through the Academic Search Complete (EBSCOhost) database in the Ashford University Library. In this article, the author provides a detailed explanation of what it means to teach by example. He relates his opinion on the philosophy of education to late philosopher Jean-Jacques Rousseau who didn’t believe that one should model for their students, but to teach students how to be virtuous citizens in society through the development of character and moral reasoning.
 Shuffelton, A. B. (2015). Getting the distance right: Ideal and nonideal theory in philosophy of education  . Educational Theory, 65(2), 203-214. doi:10.1111/edth.12107
•    The full text version of this article can be accessed through the Academic Search Complete (EBSCOhost) database in the Ashford University Library. In this article, the author responds to five articles presented in a symposium that indicate an overlap of philosophical theories as it pertains to the different levels of education received by these philosophers.
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