I think you have embarked on a really interesting project. Certainly,
the teacher's philosophy of education will be related to his/her ideal of
what students might become. However, the teachers listed above are
presented as if their ideal adults are single-trait. I think it very
likely that, if pressed, any one of the above would want to include
traits valued by other teachers.
The fact that they can be characterized as valuing a single trait is a
function of the situated, dialogic nature of writing. These people are
all involved in an ongoing conversation, in which the aim of all
participants is to negotiate a more complete ideal than appears in any
single contribution. As each "speaks", s/he does so against the background
of perspectives and points of view that have already been expressed and
with the intention of "righting the balance", as s/he sees it. I doubt
whether any sees his/her contribution as complete in itself or as having
the last word.
Gordon Wells, gwells who-is-at oise.utoronto.ca
OISE/University of Toronto