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Koivula, H. (Henna). "Nel Noddings ja välittämisen etiikan merkitys lasten kasvatuksessa." Bachelor's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201906182558.
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Tiivistelmä. Tutkimukseni tarkoituksena on avata Nel Noddingsin välittämisen etiikan teorian keskeisimpiä käsitteitä ja pohtia niiden merkitystä lasten kasvatuksessa. Olen rajannut tarkastelun koskemaan kouluissa tapahtuvaa kasvatusta. Tutkimuskysymyksiksi muotoutui: mitä Nel Noddings tarkoittaa luonnollisella ja eettisellä välittämisellä? Miten luonnollinen ja eettinen välittäminen toteutuvat käytännössä? Miksi olisi tärkeää huomioida eettinen välittäminen kouluissa tapahtuvassa kasvatuksessa? Vastauksia etsiessäni haluan samalla pohtia yleisellä tasolla, mitä annettavaa Noddingsin teorialla eettisestä välittämisestä voisi olla suomalaisille kouluille, jotka näyttävät tänä päivänä kärsivän erilaisista sosiaalisista ongelmista.
Nel Noddingsin filosofinen ja kasvatuksellinen pohdinta välittämisen etiikasta (ethics of care) pohjautuu feminiiniseen näkökulmaan (feminine approach) tarkastella moraalisia kysymyksiä ja arvottamista. Keskeisimpiä käsitteitä hänen teoriassaan ovat luonnollinen välittäminen, eettinen välittäminen ja relationaalinen välittäminen, jotka ovat kasvatuksen peruskivijalka. Ihmissuhteet ja vuorovaikutus on se alue, jossa lasten kasvatus eettisesti välittäviksi toimijoiksi ottaa paikkansa. Vuorovaikutuksen laatuun vaikuttaa opettajan kyky välittää luonnollisesti ja eettisesti sekä kyky ja halu todella kohdata oppilaansa. Oppilaan vastaanottavuus tarjotulle välittämiselle viimeistelee ja mahdollistaa eettisen välittämisen todellisen toteutumisen. Eettisen välittämisen opettamisen tavoitteena on kasvattaa itsenäisiä ja omasta hyvinvoinnistaan välittäviä ihmisiä, jotka kykenevät välittämään myös toisista ihmisistä sekä lähiyhteisöstään ja ympäristöstään.
Tutkimuksessani tulokset tukevat ajatusta eettisen välittämisen tärkeydestä kouluissa tapahtuvassa kasvatuksessa. Eettisen välittämisen tuominen osaksi koulujen arkisia käytänteitä ja tavoitteita, voisi tukea henkilöstön sekä oppilaiden kokonaisvaltaista hyvinvointia. Kun oppilas tunteen, että hänestä välitetään, hän oppii välittämään itsestään ja asiat saavat silloin merkityksellisyyden.
Työskentely eettisesti välittävällä työotteella edellyttäisi kuitenkin rohkeutta ja uudenlaista kasvatuksen organisoimista. Erityisesti traditionaalisia asenteita ja käytänteitä tulisi tarkastella uudessa valossa ja antaa tilaa välittämisen etiikalle kasvatustyössä.
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Walton, Barbara J. "The ethical dimensions of human service: Nel Noddings and caring /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10902867.
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Vázquez, Verdera Victoria. "La educación y la ética del cuidado en el pensamiento de Nel Noddings." Doctoral thesis, Universitat de València, 2009. http://hdl.handle.net/10803/10307.
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Nel Noddings es la autora pionera en lo relativo a la ética del cuidado en el ámbito de la educación. Hasta el momento, no está traducida ni es muy conocida en el ámbito de la lengua española, a pesar de que sus publicaciones han tenido una muy buena aceptación en el público anglosajón. Esta filósofa de la educación ha desarrollado un pensamiento interesante que es útil para construir una teoría de la educación libre de sesgos de género. Sus planteamientos ponen de manifiesto la necesidad de transformar las pautas socioculturales a favor de la ética del cuidado. El desarrollo humano necesita sobre todo del cuidado que recibimos de las personas con las que estamos vinculadas afectivamente; por eso, no debemos aceptar que la sociedad se organice de espaldas al cuidado. Las propuestas educativas de Noddings resultan inspiradoras para desarrollar currícula más adaptados a las necesidades actuales de una ciudadanía en proceso de transformación hacía realidades dónde las relaciones entre varones y mujeres luchan por ser más igualitarias y menos constreñidas por el corsé del género. La metodología seguida para la elaboración de esta tesis doctoral ha sido de carácter hermenéutico-crítico. Se busca el diálogo y la reflexión crítica a través del análisis de la obra de Noddings en confrontación con una polifonía de voces provenientes de teorías feministas y éticas, con la intención de que quienes la lean puedan plantearse otras preguntas y llegar a conclusiones divergentes. Se ofrece el contraste de horizontes diversos entre sí para abrir un diálogo que no postula axiomas, sino que plantea preguntas. La tesis se compone de la introducción, cuatro capítulos, las conclusiones y la discusión de algunos resultados. En los dos primeros capítulos se articulan el pensamiento de Noddings, en su contexto sociohistórico concreto, y sus respuestas elocuentes a nuestras propias preguntas. En los dos siguientes capítulos, se exponen las críticas que ha recibido y se entra en un diálogo deliberativo con la autora desde la teoría de la educación en España. Como conclusión se defiende la tesis de que es posible y deseable un currículum escolar basado en el valor y la práctica del cuidado y, de este modo, se propone que lo femenino entre a formar parte de lo humano y de lo ciudadano. Lo que supone replantearse la teoría de la educación y la práctica escolar, para evitar la dicotomización jerárquica que desvaloriza lo femenino y facilita la subordinación de las mujeres. Por último, se discuten tres de los presupuestos fundamentales sobre los que la profesora emérita de la universidad de Stanford edifica su pensamiento de la ética del cuidado.<br>Nel Noddings is a philosopher of education who has developed an interesting thought that is useful to construct a theory of education free from gender biases. Her approach to education reveals the need to transform social practices towards ethics of care. Noddings' educational proposal is inspiring to develop curricula more adapted to the current needs of the citizenship in process of transformation towards new relations between men and women in order they become more egalitarian and less restricted with gender corsets. The thesis defends that is possible and desirable a school curriculum based on the value and the practice of caring and, therefore it proposes rethinking theory of education and school practices in order to avoid the hierarchical dicotomization that devalues the feminine and facilitates the subordination of women. Finally, discusses three of the fundamental budgets on which the emeritus teacher of Stanford's University builds her thought about ethics of care.
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Benson, Fiona. "Teacher educators' practice of queer-care : a necessary expansion of Noddings' model care." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115605.
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This study explores the hitherto unexamined phenomenon of queer-care in higher education from the teacher educators' perspectives. While care in education has been the subject of scholarly interest for many years and demonstrating caring for the wellbeing of students is an important component of teaching, the lack of attention to queer-care is a significant oversight in the body of care research and teacher education. Pertinent to this study is the investigation of how well Noddings' enactments of care (modeling, dialogue, practice, and confirmation) address the care needs of queer students.<br>Four teacher educators shared stories of their efforts to care for the emotional wellbeing of their queer students. As the fifth teacher educator in this work, I investigate my journey to becoming a queer-care practitioner, and my own practice of queer-care. The theoretical frameworks of qualitative and phenomenological research and feminist theory undergird this study. Two processes of analysis were employed, the first being the key sensitizing concepts of Noddings' enactments of care as points of entry into an understanding of the teacher educators' narratives of queer-care. The second level of analysis used the insights so gleaned to guide the focus of the self-study undertaken in this work.<br>Analysis of the teacher educators' narratives indicates that the practice of queer-care, while sharing certain similarities, is idiosyncratic, complicated, lonely, and often exhausting work. Alongside these findings are indicators that queer-care as practiced by these teacher educators is welcomed by queer students as being all too rare in their university experience, and of benefit to their sense of wellbeing. Findings also reveal that Noddings' enactments of care neither include nor address the particular care needs of queer students. This led me to identify particular care needs of queer students as being those of unwavering discretion, absolute safety, full social membership, and unstinting succour. This necessary awareness expands Noddings' model of care allowing it to include and be responsive to queer students.<br>This research has implications for teacher educators and any educators concerned with the wellbeing of queer students. It provides suggestions to enrich caring practice in teacher education programs and field experience.
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Simms, Debra L. "The role of principles in the care ethic, an examination of Noddings' caring." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63236.pdf.
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Björklund, Samuel. "Omsorgsetiken som moralteori : En feministisk teori om omsorg." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149661.
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In this essay I will defend Nel Noddings care ethics by arguing against Michael Slotes critique of it, while also presenting critique of Slotes virtue ethical version of care ethics. The essential difference between the theories is in my opinion that Noddings theory gives relations so-called ontological priority. I will be arguing that the relational ontology vies better guidance in care situations, but it is also preferrable as an metaethical fundament. I will do this by presenting a situation where Slotes virtue ethics judges an act as caring, even though that’s not necessarily the case. I will then argue that Noddings care ethics demands a more amplie picture of the situation and therefore also gives better guidance, which I argue is valid generally in moral practice. In this essay I will also present arguments against Slote by bringing to light how the feasability of his arguments and theory presupposes a so-called individualistic ontologi (unlike Noddings relational ontology). A relational ontology presupposes a relation between two (or more) individuals in a situation, while the individualistic doesn’t consider that fact. The relational ontology is important for most of care ethics advocates, which is why I contend that Noddings theory is to prefer ahead of Slotes theory. Therefore I argue for using the relational ontology also as a metaethical foundation.<br>I den här uppsatsen kommer jag försvara Nel Noddings omsorgsetik genom att argumentera mot Michael Slotes kritik av den och själv kritisera hans dygdetiska version av omsorgsetik. Enligt mig är den viktigaste skillnaden mellan teorierna att Noddings teori ger relationer så kallad ontologisk prioritet. Jag kommer argumentera för att den relationella ontologin ger bättre vägledning i omsorgssituationer, men också är att föredra som metaetisk grund. Jag kommer göra det genom att ta upp ett exempel som visar hur Slotes dygdetik bedömer en handling som omsorgsfull, även fast den inte nödvändigtvis är det. Sedan kommer jag argumentera för att Noddings omsorgsetik kräver en fylligare bild av exemplet och därför även ger bättre vägledning, vilket jag menar även gäller generellt i moralisk praktik. Jag kommer även argumentera mot Slote genom att belysa hur rimligheten i hans argument och teori förutsätter vad som kallas för en individualistisk ontologi, till skillnad från den relationella ontologin Noddings använder sig av. En relationell ontologi förutsätter att en relation finns mellan två (eller flera) individer i en situation, medan den individualistiska inte tar hänsyn till det. Den relationella ontologin är viktig för de flesta av omsorgsetikens förespråkare, varför jag anser att Slotes teori inte bör användas. Därför argumenterar jag för att använda den relationella ontologin även som metaetiskt antagande.
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Alawadhi, Fawzeyah. "Oral History of Women Educators in Kuwait: A Comparative Model of Care Ethics Between Noddings and Al-Ghazali." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405504.
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Set?bal, Hilana Cristina Rocha. "O cuidado e a ?tica do cuidado: um di?logo entre Leonardo Boff, Carol Gilligam e Nel Noddings." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16472.
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Previous issue date: 2010-11-30<br>To elucidate the important contribution of care ethics in improving human relations and social intimates, this work reveals the fragility and lack of ethics on the formation of a just society, equal, peaceful and caring. To this end, we study on the moral development of men and women, warning of the natural differences between the sexes, which change for both the way of seeing life and live it - which does not imply inferiority to some genres. From this study it is clear that the natural care is innate to humans, it provides a tendency to act for the good of all life forms and nature as a whole. But it is evident here a greater sensitivity of women to such care because they possess perception and more emotion than men, which make them more participatory and involved in relationships. This greater openness to care found in women, due in part to the strong and lasting relationship with their mothers. Thus is revealed the power that women have to positively change the direction of human relationships, providing careful with your example, protective and caring, the awakening of a new and comprehensive ethics - opens to the truth, and features especially for affections. Therefore, the care ethics arises from the life experiences of women and aims, through them, to join the men's morality in order to bring out the relevant fact of interdependence between human beings, of human fragility and the need for relationships to the fullness of life<br>Visando a elucidar a importante contribui??o da ?tica do cuidado no aperfei?oamento das rela??es humanas ?ntimas e sociais, este trabalho revela a fragilidade e insufici?ncia da ?tica atual para a forma??o de uma sociedade justa, igualit?ria, pac?fica e cuidadosa. Para tanto ? feito um estudo sobre o desenvolvimento moral de homens e mulheres, alertando para as naturais diferen?as de comportamento e pensamento existente entre os sexos, as quais modificam para ambos a maneira de ver a vida e de viv?-la - o que n?o implica em inferioridade para algum dos g?neros. Partindo desse estudo, fica claro que o cuidado natural ? inato ao humano, o que lhe propicia a tend?ncia de agir em favor do bem de todas as formas de vida e da natureza como um todo. Mas evidencia-se aqui uma sensibilidade maior das mulheres a esse cuidado por elas possu?rem percep??o e emotividade mais agu?adas que os homens, o que as tornam mais participativas e envolvidas em relacionamentos. Essa maior abertura ao cuidado encontrada na mulher, deve-se em parte ao forte e duradouro relacionamento com suas m?es. Assim, ? revelado o poder que as mulheres t?m em mudar positivamente a dire??o dos relacionamentos humanos, proporcionando com seu exemplo cuidadoso, protetor e sol?cito, o despertar de uma ampla e nova ?tica - com abertura para a verdade, para particularidades e principalmente para os afetos. Portanto, a ?tica do cuidado surge das experi?ncias de vida das mulheres e almeja, por meio delas, juntar-se ? moralidade masculina no intuito de trazer ? tona a relevante realidade da interdepend?ncia entre os seres, da fragilidade humana e a necessidade das rela??es afetivas para a plenitude da vida
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Wikman, Carina. "Lärares etiska förhållningssätt : En pedagogisk omsorg om och ett ansvar för människans unika och särskilda karaktär i förhållande till skolans värdegrund." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159895.
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Den här uppsatsen bygger på litteraturstudier. Eftersom pluralism och skillnad är demokratins förutsättningar använder jag pluralism som en utgångspunkt för att tolka skolans värdegrund. Detta gör jag genom att lägga Fjellströms ansvarsdiskurs som ett raster över först ansvar, sedan omsorg och till sist pluralism i värdegrunden. Uppsatsen är upplagd så att ansvar, omsorg och pluralism presenteras enligt omsorgsetikens syn och därefter ges Levinas perspektiv på det samma. Genom att omdefiniera Noddings omsorgsaspekt och Levinas ansvarsaspekt försöker jag utveckla en förståelse för ett etiskt förhållningssätt. Därefter följer ett avsnitt med en jämförelse mellan omsorgsetiken och Levinas etik, där motsättningar och överensstämmelser diskuteras. I slutkapitlet diskuteras vad det etiska förhållningssättet innefattar och vilken betydelse det har för lärare och för värdegrunden. Omsorgsetiken bidrar till ett etiskt förhållningssätt genom att sätta fokus på relationer och omsorg som indirekt leder till en kommunikativ öppenhet inför den Andre vilket är positivt för pluralism och skillnad. Omsorgsetiken belyser även den etiska aspekten på läroplansfrågor. Levinas etik fokuserar på relationen och det oändliga ansvaret inför den Andres alteritet vilket är positivt för pluralism och skillnad. Istället för att producera den demokratiska personen kan den demokratiska subjektiviteten genom etiskt förhållningssätt framträda uppfattad som ”handlande – i pluralitet”. Fokus finns då på skillnad istället för på likhet och enighet.
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Barthel, Hanna. "Förskolepedagogers syn på omsorg av små barn." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33640.
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Syftet med denna undersökning är att utveckla kunskapen om pedagogers syn på omsorg samt deras upplevda förutsättningar för att ge omsorg till de små barnen i förskolan. Mina frågeställningar är: •Hur beskriver pedagoger sina erfarenheter av omsorgsarbetet?•Vilka reflektioner har pedagoger angående förskolans uppdrag gällande omsorg, lärande och undervisning?•Vilken syn har pedagoger på sina förutsättningar för att kunna ge omsorg till små barn? För att uppnå syftet har jag genomfört kvalitativa semistrukturerade intervjuer kring pedagogers syn på omsorgsarbetet med små barn. Mitt teoretiska perspektiv är ett utvecklingspsykologiskt och filosofiskt perspektiv. Studien har visat att omsorgsarbetet ofta är stressfullt för pedagogerna och att det är de stora barngrupperna som skapar stress hos pedagogerna. Det blir då svårt att utföra omsorgsarbetet och att trösta och bekräfta barnen. När barngruppen är för stor fungerar inte Noddings omsorgsetik vilket leder till misslyckade omsorgsrelationer (Colnerud 2006). I omsorgsarbetet anser huvudparten av pedagogerna att emotionell tillgänglighet är viktigt för de små barnen, vilken Stern (2003) bekräftar. Informanterna delger dock att de blir utmattade av att försöka vara emotionellt tillgängliga för alla barn då de oftast inte får trösta färdigt eller kan hjälpa alla barn samtidigt. Att inte få möjlighet till att trösta eller hjälpa alla barn kan i längden leda till medkänslans egna utmattningssymtom; compassion fatigue (Singer& Klimecki, 2014). Samtliga respondenter har sett omsorgsbrist i förskolan för de små barnen, vilket enligt informanterna tros bero på den stora barngruppen. De pedagoger med flest barn i barngruppen var de som bevittnat omsorgsbrist mest av alla pedagogerna, andra faktoren tros vara att pedagogerna har för lite utbildning om småbarnpedagogik och små barns behov. Samtliga informanter anser att omsorgen är grunden till lärandet men ser omsorgen som bortprioriterad av mer mätbara mål.
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Bennett, Frederick Joseph. "The Virtuoso Human: A Virtue Ethics Model Based on Care." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3007.
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The goal of this thesis is to develop the foundation and structure for a virtue ethics theory grounded in a specific notion of care. While there has been a recent revival of interest in virtue ethics theory, the theory has its roots in Aristotle's work as well in the medieval writings of Thomas Aquinas. Aquinas worked out many of Aristotle's ideas in much more detail. However, while Aquinas offers a very rich and compelling ethical theory, it is problematic because it is very tightly wrapped in his theology. A key component in Aquinas's theory is charity. Charity is one of Aquinas's theological virtues, which express the relationship between humans and God. Charity is the love of God and of neighbor and he construes it as the foundation for all the other virtues. My thesis explores the idea of replacing charity with the virtue of care. The virtue of care to be used in this essential role is primarily based on recent work on the ethics of care by Nel Nodding. The virtue of care, as I develop it, combines three interrelated parts: instinctive, maternal and relational care. By comparing and contrasting care and charity, I demonstrate that the virtue of care can fill the role of charity. In this capacity care can serve as a naturalistic foundation for a virtue ethics theory. Since the ethics of care is relatively new, it has yet to take shape. I propose building a care-based virtue ethics theory on the structure of Aquinas's theory. This new care-based virtue ethics theory also benefits from utilizing many of the components of Aristotle's theory which are found in Aquinas's work. My argument is that care can fulfill the role of charity in Aquinas's theory. Care-based virtue ethics theory is a completely naturalistic version of Aquinas's virtue ethics theory. My thesis contains both the foundation for this different kind of care-based virtue ethics theory and some direction for future work on revising Aquinas's theory using the virtue of care. The essence of this care-based virtue ethics theory is captured in the notion I outline of a virtuoso human.
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Woerner, Christopher. "Understanding : moral evaluation and the ethics of imagining." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3667.
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Analytic ethics often neglects the exploration and appreciation of morality as it is actually practised on a day-to-day basis. But by looking at how, in a practical sense, we are able to interact with others in a morally appropriate way we can construct a compelling picture of what some of our most pervasive obligations are. This thesis takes such an approach through the concept of understanding – understanding essentially taken here to involve those processes involved in detecting and correctly responding to beings typically possessing inherent moral significance. In the first two chapters ‘understanding' and the understanding approach are themselves explicated, and placed in the context of several other related approaches in the English-speaking tradition – Adam Smith's Theory of Moral Sentiments, Nel Noddings' ethics of care and Richard Hare's preference utilitarianism. This approach is then used to provide us with an alternative idea about what our moral reasoning suggests to be of fundamental ethical significance, and of what kinds of activity morality recommends to us. The activity explored in most detail here is that of engaging with fiction – or more broadly, fictive imaginings. While understanding shows us that fictional characters and events themselves cannot have an inherent moral valence or significance, it also shows us when and how it is possible and appropriate to ethically assess fictive engagement, be it as creator or consumer. This is seen after exploring how and in what ways our moral understanding can be appropriately applied to and exercised by fictions at all, and why fiction should be of particular interest to the understanding agent, looking at the work of Martha Nussbaum, Jenefer Robinson, Peter Lamarque and others on aesthetic cognitivism. Ultimately this leads us to discern a minimal ethical constraint on our interpretation of fiction and art in general, further proving understanding's usefulness.
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Kegele, Josua [Verfasser], and Holger [Akademischer Betreuer] Lerche. "Genetische Ursachen des Nodding Syndroms und familiärer Epilepsien in Subsahara-Afrika / Josua Kegele ; Betreuer: Holger Lerche." Tübingen : Universitätsbibliothek Tübingen, 2019. http://d-nb.info/120488076X/34.
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Hanzawa, Chiemi. "Listening behaviors in Japanese: Aizuchi and head nod use by native speakers and second language learners." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3463.
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The purpose of the present study is to investigate similarities and differences in the listening behaviors of native speakers and learners of Japanese, focusing on the production of aizuchi and head nods. The term aizuchi is often interchangeably used with the word backchannel, and these are characterized as the listener's use of short utterances such as oh or uh huh in English or hai, un, or aa in Japanese. In this study, aizuchi is defined as a short verbal utterance that is produced in response to the primary speaker's speech in Japanese.
A total of 14 NS--NS or 14 NS--NNS dyads were formed to elicit native speakers' and learners' aizuchi and head nods. With the exception of a few participants in their late twenties, most of the participants were female native speakers and learners of Japanese who were of college age. The learners of Japanese were native speakers of American English who had been labeled as intermediate/high-intermediate level learners of Japanese. Each interaction included a semi-free conversation and a narrative story-telling task, both of which were recorded and transcribed for analysis.
The findings indicate that the differences in the use of aizuchi and head nods produced by native speakers and learners lie not mainly in their frequency, but in the types and functions. The results show that when the frequency of aizuchi and head nods was measured with a time-based scale, which was the frequency per 60 seconds, differences were found in the frequency of head nods and total frequency of aizuchi and head nods. However, no significant difference was found in the frequency of aizuchi and head nods based on the amount of speech the speakers produced.
Aizuchi were categorized into 16 groups to investigate differences in their types. The results show that the learners were using less aa-group, hee-group, iya-group aizuchi but more soo-group aizuchi compared to the native speakers. The number of different aizuchi each participant used was also measured to examine the variety of aizuchi, and it was found that both the native speakers and the learners were producing a similar number of different aizuchi. Head nods were analyzed based on nodding count, and it was revealed that more multiple head nods were observed in the learner's behaviors.
The functions of aizuchi and head nods were categorized into seven groups, and the distribution of the functions was analyzed. The results indicate that learners tend to use more aizuchi to express their understanding and reaction to their interlocutors' response solicitation, while the use of aizuchi that do not show their attitude was more frequent with native speakers. The distribution of the functions of head nods was similar between the two groups. By further examining the types and the function of aizuchi and head nods, the study sheds light on which types of aizuchi learners may be lacking or overusing. Pedagogical implications are drawn from the results.
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Bertschmann, Dorothea Helene. "Bowing before Christ, nodding to the State? : reading Paul politically with Oliver O'Donovan and John Howard Yoder." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/5247/.
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This thesis offers a close reading of two Pauline texts, Philippians 2:5-11 and Romans 13:1-7. Inspired by recent scholarship it asks whether Paul can be read in a politically relevant way. An interaction with the works of political ethicists O’Donovan and Yoder precedes the exegetical part to focus more sharply on relevant issues. In all their distinctive emphases both ethicists hold that the primary result of Christ’s Lordship is the church, which is (socio) political in a broad sense and governed by Christ. Christ’s Lordship is reflected but not mediated by the church and even less so by the state. Political authority with its use of temporal power is still needed by the church. The Christ-event indirectly affects political authority, re-locating and re-enlisting it. The church is both to grant the state some autonomy and to engage it with its evangelical ethos. Like O’Donovan and Yoder, Paul uses the metaphor of Christ’s Lordship with all its variable potential in a resolutely ecclesial way. He portrays the church as a socio-political body constituted and sustained by Christ’s Lordship, which nevertheless does not strive to be fully politicized and still needs structures of political authority. Unlike O’Donovan and Yoder, Paul sees political rule to be unaffected by the Christ event. While Paul’s narrative arguably shifts the center of hope and loyalty to Christ, this is not used to engage political rulers either positively or negatively. The latter’s task is unchanged and given approval as an abiding aspect of the divine work. While it does not match the height of God’s deed in Christ as embodied by the church, it shows the Christ believers that their ‘good’ is perfectly compatible with the demands of political rulers.
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Miehle, Kathrin [Verfasser], Bernhard [Akademischer Betreuer] Hemmer, Bernhard [Gutachter] Hemmer, and Jan S. [Gutachter] Kirschke. "Comprehensive analysis of current knowledge of Nodding Syndrome / Kathrin Miehle ; Gutachter: Bernhard Hemmer, Jan S. Kirschke ; Betreuer: Bernhard Hemmer." München : Universitätsbibliothek der TU München, 2019. http://d-nb.info/1186889314/34.
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Groenteman, Ronny. "Multi-Species Interactions in Weed Biocontrol: Carduus nutans as a Case Study." Thesis, University of Canterbury. Biological Sciences, 2008. http://hdl.handle.net/10092/1831.
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Classical biocontrol systems are sometimes treated as an exercise in community assembly. As such, they include multiple species interactions. This thesis explores multi-species aspects in classical weed biocontrol, using thistles as a case study. The abundance, phenology and impact of three biocontrol agents were followed on their target host, Carduus nutans L. and are described, for the first time in New Zealand for two of them (Urophora solstitialis L. and Trichosirocalus horridus sensu (Panzer)). Composition in New Zealand of the recently revised Trichosirocalus weevil species complex was surveyed nation-wide. One species only was found, albeit exhibiting a wider host range than anticipated from the published revision. Interspecific interactions and individual and combined effect of multiple biocontrol agents on C. nutans were tested in cage setups; the effect on the weed population was then estimated by manipulations of an existing matrix population model for this weed in New Zealand. The potentially better seed predator (U. solstitialis) was outcompeted by the worse seed predator (Rhinocyllus conicus (Froehlich)) which has similar niche preference. Urophora solstitialis was also adversely impacted by the crown-root feeder (T. horridus). Trichosirocalus horridus affected C. nutans survival, even at the medium density used, and significantly reduced potential seed production by 33%; in field densities, T. horridus is likely to affect C. nutans even more. Urophora solstitialis was estimated to destroy about 28% of the remaining seed in the absence of the other agents, and about 17% in the presence of T. horridus. The estimated combined effect of T. horridus and U. solstitalis on C. nutans population growth rate was greater than the effect of either agent alone. In the face of growing weed invasions, multiple thistle species were used to test ‘multi-targeting’ as a novel approach to target groups of ‘sleeper weeds’. Both in a field experiment and in a field survey, the seed predator R. conicus was found to attack and damage some ‘non-target’ thistle species more in the presence of the target species (C. nutans) than in its absence; however, levels of attack on non-target species were always modest. The ultimate goal of biocontrol is to reduce weed populations. A field survey revealed that current population densities of multiple thistle species in Canterbury are not obviously lower than in the mid 1980s, when only R. conicus was present. This may be because successful biocontrol has reduced the management input required to maintain the same thistle density.
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SHIH, CHIH-HWA, and 石致華. "On Noddings'' Care Ethics." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/96839526487509588494.
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博士<br>國立中央大學<br>哲學研究所<br>99<br>In this dissertation I explore how Noddings employ the notion of moral sentiment in her construction of care ethics. Noddings holds that relation is the basis of human existence, and caring relation is the basis of morality. In the caring relation, there are the one-caring and the cared-for. The characteristics of the one-caring are receptive attention, empathy, motivational displacement, commitment, and reciprocity. The characteristics of the cared-for are receiving and recognizing caring. Morality as an active virtue requires two feelings--- the sentiments of natural caring and of ethical caring. For Noddings, natural caring is a kind of effortless act for the relief of the suffering and needs of the other. Ethical caring is a recall of the sweet memory of being cared and help to make good when natural caring failed. It needs ethical effort. Ethical caring succeeds by means of ethical ideal and a sense of obligation. Noddings applies her care ethics to education and social policies, and .many other issues.
The major contribution of Noddings’ care ethics is her use of women’s experiences to build an ethical theory and expand it towards a universal ethics. This represents the flourishing of women’s consciousness and a second wave of the movement of culture in the west Feminism. It also contributes to moral education and life education. Care ethics emphasizes moral practice in concrete situation. With the two kinds of moral sentiments, care ethics builds, maintains and enhances caring relation. These are ground-breaking for traditional ethics.
In her early theory, Noddings did not deal with the issue of justice. So I introduce Virginia Held’s theory of care and justice to make up the insufficient part of Noddings’ theory. Held argues that justice is needed in the contexts of care and care is needed in the contexts of justice. We need to combine the two in a satisfactory ethics. Anyhow, care must be given priority, we should carry out justice in the atmosphere of care. But I think Held only applies care and justice to different sectors of social affairs, and did not give a real integration of care and justice. So the problem of care and justice is not resolved satisfactorily.
Another make up is from Michael Slote’s empathy care ethics. He use the idea of empathy to refine the philosophical foundation of care ethics. He argues that empathy could connect care with justice, care ethics with deontology, across genders, across private and public domains. Slote is ambitious in unifying different thing in moral theory. Noddings holds that receptive attention is more radical and important then empathy. She criticizes Slote putting too much in empathy and neglecting other meanings of care. Slote trys to show that a care-approach makes sense across the whole range of normative moral and political issues. Noddings said this would be a mistake. For it is impossible to have all aspects of moral life explained by one comprehensive theory. I think Slote’s empathy care ethics is merely “empathy ethics”, he lost sight of the whole meaning of caring, and never talked about relation and the target of care ethics---to build, maintain, and enhance caring relation. His care ethics is so different from others.
At the end of this dissertation, I did some comparative study between care ethics and Confucianism. I point out there are four aspects of similarities. They are: (1)The meaning of care and of Jen(仁) are resemble. (2) They all emphasis the importance of practice. (3) Confucian love with gradation is resemble to the concentric circles of caring. (4) They all start from family to a humanity or caring society. There are five aspects of difference between them : (1) Confucianism takes “heaven”(天) as a transcendental concept, and have a important position in moral theory. Noddings reject transcendental, abstract ideas in her theory. Care ethics is concrete and practical. (2) They are different in the source of morality. (3) Confucianism has 2000 years history with heavy burdens, such as oppression of women and patriarchy. Care ethics is so modern and without historical burden. It fights against oppression of women and patriarchy. (4) Confucianism takes the principles of Jen(仁), Yi(義), Li(禮), Zhi(智), as the guiding principles. Noddings rejects principles. (5) Confucianism takes person as a moral agent while Noddings takes person as a relational self. According to this comparison, I think it may lead to a Confucian care ethics.
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Sowerby, Eileen Margaret. "Nel Noddings' Caring : a critical analysis." Thesis, 1993. http://hdl.handle.net/2429/1469.
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In this thesis I will provide a critique of the positive contributions and limitations of Nel Noddings' ethics of caring. My thesis is that although the ethics of caring approach has an important contribution to make in ethics, in Noddings' version it is limited by its inability to account for the possibility of moral relations with strangers. Noddings' ethics of caring, I shall suggest, suffers, not only from an inability to account for ethics in the public domain, but also from an unavoidable potential for a reduction to caring for only one other "cared-for". That it does not appear to be vulnerable to the latter problem in Noddings' explication is because, I suggest, she is relying implicitly on an abstracted though still personal "ethical ideal". An exposition of this ethical ideal will suggest how caring can be legitimately enlarged, not only to a larger private domain, but also to the public, or non-intimate, domain to produce a more adequate ethics. Nodding's ethics of caring is described in her book "Caring: A Feminine Approach to Ethics and Moral Education." I give a summary of this book in Chapter One, relying heavily on quotations from Noddings herself. In the following two chapters I focus on criticisms of Noddings' ethics. They tend to fall into two main groups: criticisms about her claim that her ethics is an alternative to mainstream ethics while lacking any universalization component; and, secondly, the inability of her ethics to account for ethical relations with the non-intimate, i.e. in the public domain. In Chapter Four I focus on a criticism, not discussed in the literature to date, that there is an inherent risk of shrinkage to the dyad in her ethics. By closer examination of the ethical ideal I show how Noddings' ethics of caring can be enlarged into the public domain. In Chapter Five I describe a moral dilemma which demonstrate how the use of this new ethical ideal produces a more adequate ethics of caring. Finally, in Chapter Six, I contrast the roots of Noddings' ethics with mainstream ethics to emphasize the radical departure of Noddings' ethics from mainstream ethics, and I mention briefly the important problem of autonomy of the caring agent which is not addressed by Noddings.
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Chiu, Yi-Tai, and 丘亦岱. "A Study of Noddings'' Ethics of Caring." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/34229896739498765793.
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碩士<br>國立嘉義大學<br>國民教育研究所<br>91<br>A Study of Noddings’Ethics of Caring
Yi-Tai Chiu
National Chia-Yi University
The Graduate Institute of Elementary and Secondary Education
Abstract
Through hermeneutic analysis, the researcher attempted to interpret Noddings’ texts from a historical perspective on thoughts to form a new content of knowledge. In other words, this thesis aimed to study Noddings’ ethics of caring and to identify influential thoughts of her generation from her works.
Noddings’ ethics of caring, which emphasizes moral attitudes and affections, differs from the moral rules of traditional Western ethics based on reason. In view of human alienation of the time, Noddings brought up an idea of caring. Thus, Noddings’ ethics of caring began with “how to meet the other morally?”
Noddings believes relation is the foundation of human existence and relation of care is the foundation of morals. When the relation of caring was revived by her through phenomenological methods, the one-caring is engrossed in the cared-for while the cared-for can still achieve self-actualization freely. The dynamics of care result from natural caring and ethical caring and from the identification of one’s ideal images with inner duty. The one-caring not only commits himself /herself to his/her ethical ideals but fulfill them. The nurturing of caring ideal depends on behavior guidance, dialogues, practice and confirmation; admiring the repetition of housework through a celebrating attitude; and keeping ethical ideals from within. Noddings believes that fostering the next generation by both males and females is a social mechanism which enables both males and females to experience the receptive joy of doing housework. So receptive joy with moral meanings is the foundation of existence and also an creative experience.
The core of Noddings’ thoughts is caring. She absorbs the thoughts from existential philosopher Martin Buber, Jean-Paul Satre, psychoanalytic feminist Nancy Chodorow, Carol Gilligan and other postmodernist philosophers. Her educational ideals emerge from Dewey’s pragmatism and come into full bloom in her caring ethics. The originality and value of Noddings’ thoughts lies in the fact that she puts female viewpoints into morality and educational philosophy.
keywords：Caring, Relation, Ethics, Feminism, Existentialism
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Liu, Li-Yun, and 劉俐妘. "A study on Nel Noddings' Approach to "Same-sex marriage"." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/61927493664506121159.
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碩士<br>華梵大學<br>哲學系碩士班<br>103<br>This article shows Nel Nodding's Ethics of Care, reviews the phenomenon of Same-Sex Marriage in the association. Through the perspective of ethics of care deconstruct and redefine it, then find out whether it is feasible by practice.
First of all, it examined the situation that the homosexual affair will face a lot of ethical criticism and people will call their sex as abnormal behavior and they are usually violated or killed. This article also collates the discussion and proposition of opponents and supporters in these several decades of striving for Same-Sex Marriage, explores the opposites and similarities, find out the significance of marriage, family and intimate relationship. In a family, stable partnership, the commitment of both parties, relation of equality, and mutual support and growth are the essence of the family's beauty and virtue. And then indicates that the morality basis of Nel Noddings's Ethics of care is related, its emotion is the power of morality. In order to make two parties care about each other emphasizes the important of equality, interaction and requirements responds, success in moral activity and make the people enable to meet the morality. Therefore this article tries to spread the related Ethics of care which getting from concerning about each other equally, from the family to the society policy. Equally concerns will surpass the sex differences and emotion concern can surpass the blood relationship, and meet the requirement of Same-Sex Marriage. In a caring family, everyone can learn and practice the morality in the most intimate place. Same-Sex Marriage can also develop their moral practice ability in the family, and become Nel Noddings's caring family.
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Chen, Yao-Chang, and 陳曜章. "Nel Noddings’ Perspectives on Happiness and Its Implications for Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/77274470387285106743.
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碩士<br>國立臺灣師範大學<br>教育學系<br>105<br>This study explores the aspects of happiness in Nel Noddings’ works and their implications for education through a hermeneutical lens. First, it analyzes the life of Noddings and contexts from which her main theories were elicited. Then it utilizes an analytical approach based on ordinary language philosophy to understand Noddings’ theory of happiness. Lastly, this study tries to identify the core usages, border usages, and the presumptions of the concept of happiness used in Taiwan. The main objectives of this study are:
1.To discuss Noddings’ perspectives on happiness.
2.To analyze the concept of “happiness”.
3.To explore the implications of Noddings’ perspectives on happiness in education in Taiwan.
Noddings’ theory of happiness is originated from her theory of caring. She points out that the definition of happiness differs from person to person; however, it usually involves the satisfaction gained from objective environments, reaffirmation from people’s subjective emotions, and their moral practice. This study indicates that, in Taiwan, the core usages of happiness could be related to romantic relationship, family life, and self-realization; the border usages are found to be comparable to expressions that represent happiness or moods that carry similar emotions; the presumption of the core usages of happiness is a just and liberal society. Noddings’ theory of happiness also leads this study to reflect on interpersonal relationship, curriculum and instruction, and the environmental arrangements in the educational environments of Taiwan.
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Chun, Ye Ryung. "The one who cares : a critique of Nel Noddings' ethic of care from a Korean feminist perspective /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510511&T=F.
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Tai, Chia-Hui, and 戴嘉蕙. "The study of Noddings’ Caring Theory for exploring teachers’ concern of gender." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/80767826471432261316.
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碩士<br>輔仁大學<br>哲學研究所<br>99<br>Ethic of Care that based on histories and life lesson learn of females is a ethic theory developed by feminist. Ethic of Care is the ethic theory need by humans, so it can’t regard as a ethic theory only owned by female, and it should be developed more objective.
The Ethic of Care theory of Nel Noddings is focus on “teaching students to learn to care others” and She provides constructive suggestions for educational reform, the suggestions is through teachers to conscious of the gender consciousness and to care for the gender topics, and through the courses of gender equity education to implement. Noddings’ instructional belief: “cultivate human grow healthily to be a competent, cared about others, and comprehended how to love others and worthy to be loved”.
In this theme that teachers to conscious of the gender consciousness is the key to advance the gender equity education, and everyone can independent and self-consious and self-realization through the moral education method of Ethic of Care theory of Nel Noddings to learn by teaching by modeling、dialogue、practice and confirmation..
Keyword: ethics of care, feminist ethics, gender awareness consciousness ,gender equality in education,
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Chen, Hui-Tzu, and 陳惠子. "A Study on Married Working Women’s Family Pressure from Noddings’ Care Ethics." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/96318076393055824343.
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碩士<br>華梵大學<br>哲學系碩士班<br>103<br>Abstract
In traditional patriarchy society, male and female’s roles as well as social status are clearly differentiated: under the belief of “men are breadwinners; women are housekeepers,” women have the responsibility to take care of the family. Neverthless, the society has now diversified, the education is popularized and the number of women participating labour market has much increased. Women nowadays have walked from private realm to public realm and play multiple roles. To meet the society’s expectation, women have to give consideration to both family and job. Modern women are much pressured. This thesis tries to rebuild family mechanism from analyzing Noddings’ care ethics, to construct a caring relationship between husband and wife, parents and chidlren, and mother-in-law and daughter-in-law, in order to lower modern women’s multiple-roled pressure. From Noddings’ care ethincs, in order to lower the life pressure of married working women, this thesis tries to reform their relationship with other family members and construct caring-oriented family relationship through dialogues, affirmation, and teaching with actions: First, husbands and wives care each other, show understanding for each other, so they can “share chores and raising children.” Second, parents and chidlren care each other, try to understand each other, so to improve their emotion and decrease confrontaion. Last, mother-in-laws and daughter-in-laws respect and care each other, so they can build an equal and reciprocal partnership.
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Ji-hwa, Fang, and 方志華. "Nel Noddings'''' ethics of care, its theoretical development and its educational praxis." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/20938277953303716748.
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博士<br>國立臺灣師範大學<br>教育研究所<br>88<br>This thesis aims to study Nel Noddings’ ethics of care, its theoretical development, and educational praxis. Ethics of care is one of the important theoretical bases of Feminism. Nel Noddings compares feminine spirit with masculine spirit, moral attitudes with moral reasoning, and mother’s language with father’s language, in order to show the feminine alternative approach to ethics. From a feminine viewpoint, Nel Noddings re-interprets the existence experience of classical existentialists. And she suggests some new teaching-methods such as dialogues and narratives in teaching relationships to renew John Dewey’s educational theory.
In the theory of ethics of care, the central energy of the ethical action is the response of human feelings. Care is rooted in the deepest feelings of human beings, including receptivity, relatedness, and responsiveness. So we should inspect the affective foundation of existence, and give it the right position. Relatedness is basic to human existence, so both the anxiety and receptive joy are the existential feelings based on relationships.
What the ethics of care proposes about the moral questioning is ‘how to meet others morally’ rather than the question ‘what is morality.’ Because the first questioning is based on the moral praxis needs rather than the recognition needs which is prior in the traditional moral theory.
In ethics of care, to accomplish the ideal caring relationship is the ultimate aim in moral practice. In a caring relationship, the one-caring receives the cared-for openly. So, the cared-for can perceive the care freely, and actualize him/herself safely and bravely. The caring relationship is accomplished in the appreciation of the cared-for. Hence, both the one-caring and the cared-for are important subjects in the caring relationship.
As the foundation of morality in human nature, the sentiments of natural caring and ethical caring are the dynamic resources of moral practice. The sentiments of caring include the commitment to the cared-for and the ideal of self moral-image. And the relations among the sentiments of caring, the commitment, and the self-ideals construct the inner dynamics of morality. In the analysis of the dynamics, Nel Noddings asserts that the experiences of caring and being cared-for should be invented in educational praxis, so that the sentiments of caring ideals could be intensified.
In discussing the conscious-emotions relationships, Nel Noddings affirms that the receptive joy out of freely receptive consciousness could reinforce the relationship between human beings and the world. Therefore, creating a caring and free atmosphere of learning in education is one way to enhance the vivid life-energy of moral practice.
There are five significant theories worth inquiring to continue developing the ethics of care. J. Garrison uses John Dewey’s idea of growing in teacher-student relationships and aesthetic experiences in knowledge learning process, so that the caring relationships in teaching become more sophisticated. J. Kellenberger argues that ‘relationship’ could be the foundation of all moral theory. His argument expands the assimilation foundation of ethics of care and other moral philosophy. J. C. Tronto constructs the caring theory in politics-sociology to enlarge the praxis of caring in politics and society. In the horizon of deep-caring, S. van Hooft proposes the projects-of-caring and caring-for-others as two aspects of the very core of human nature, and interprets the civilized human world from caring spirits of human beings. S. J. Hekman pronounces that with a caring sentiment, we should accept the discursive moral subjects expressing multiple moral voices in the forthcoming post-modern society.
In the issue of educational reform, Nel Noddings criticizes the ideology of exaggerating the effects of method improvement and proposes a blueprint of school reform grounded in caring relationship.
The aim of school education is to develop caring ideals and caring capacities according to students’ needs. Students should be cared for and have chances to practice caring in their learning. The continuity of caring is rather important in educational experience, including the time, the place, the people, and the curriculum. Teachers can arrange the curriculum based on caring with students, and the topics could be inspired from the care for self, intimate people, foreign people, creatures and plants, man-made things, the earth, and the ideals. And students should take the public service curriculum and exchange their feelings in class.
In educational reform, the important and useful teaching methods of moral education are modeling, dialogues, practice, and confirmation. The educational administrators should support and cooperate with teachers rather than controlling them. And there are three influencing factors of moral praxis that could be considered by the educational professionals, they are the influences on one-self, on the cared-for, and on the society.
This study also explored the educational practice and research based on ethics of care. The exploring areas are: teacher reflection, professional development, teaching relationships, teaching methods, educational administration, educational supervision, educational research methodology, and issues on educational reforms.
In conclusion, the author makes critics on the ethics of care, its theoretical development, and the educational practice and research based on it. The author also compares the ethics of care with Confucianism. The theoretical foundation of these two moral philosophies are much the same because both of them are based on human''''s sentiments and relationships. And their difference is that the ethics of care is derived from women''''s self-consciousness in our century, so it puts the foundation of moral philosophy on the affection of women'''' moral praxis experience to show the resorts of uplifting women'''' social and moral position. The author also proposes suggestions for educational praxis and follow-up researches.
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Hung, Yu-chun, and 洪玉君. "Pedagogy of dialogue and the picture of the teacher on Freire and Noddings." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/66565536032268836067.
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碩士<br>國立中正大學<br>教育研究所<br>93<br>Abstrat
The purpose of the study is to explore Freire’s and Noddings’s thoughts on dialogue and to construct “The pedagogy of dialogue and the picture of the teacher” in according to the result. In order to construct “The pedagogy of dialogue and the picture of the teacher”, the first thing is to analyze dialogue and the picture of the teacher in Freire’s works. Secondly it is to to analyze dialogue and the picture of the teacher in Noddings’ works. Finally the researcher constructs “The pedagogy of dialogue and the picture of the teacher” by the result of the study.
The study uses philosophing to analyze Freire’s and Noddings’s thoughts in order to understand the concept of the dialogue. Based on the result, the researcher analyzes the meaning of the dialogue and constructs the theory.
Finally, the study brings up several recommendations for the elementary teacher, junior high school teacher and the advanced research for the future.
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Lee, Hsiu-chun, and 李秀春. "On the Patient-Nurse Caring Relationships Based on Noddings'' Feminine Ethics of Care." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/6t7mb3.
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碩士<br>南華大學<br>哲學研究所<br>95<br>The relationship between nursing professionals and their patients is a very close one based on the role that nursing professionals play while bringing health care to patients. The value of nursing professionals depends on how the funda-mentals and the true meanings of the patient-nurse relationships are viewed. A positive and warm patient-nurse relationship would create a comfortable patient -nurse relationship and even reduce the fear, estrangement and tension caused by the health care system. This caring relationship of patient-nurse gives pati-ents great conform and encouragement. Most importantly, a helping -trusting relationship makes patients share decision making on maintaining, prevention and promotion self-health.
Patient-nurse relationship has been an important issue over the past decades. Based on the feminist ethics of care theory of Nodding, the paper is to interpret patient-nurse relationships, to regain long-losing human caring and to achieve the provision of caring in health care settings.
There are six chapters. Chapter one is Introduction, including background, motivation, purpose and significance of the research, research structure, goals and measures. The history of patient-nurse relationships will be reviewed mai -nly on the essence of caring theories in chapter two. Chapter Three focuses on Nel Noddidngs’ ethics of caring theory and Chapter Four states the found- ation of caring theories on the basis of nursing ethics.
Feasible measures of reforming nursing professional ethics in healthcare settings are recommended in Chapter Five. The final chapter concludes that caring concepts lay the foundation of patient-nurse relationships in four aspects. Caring is the base of human care; caring is also the motivation to achieve good patient-nurse relationships. Moreover, caring is a measure to achieve the suc- cess of patient-nurse education and the moral standard of health care reform as well.
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Callender-Daniels, Delores. "Making a case for the personal in education : Rogers and Noddings (theory and practice)." Thesis, 1996. http://spectrum.library.concordia.ca/6228/1/MM10828.pdf.
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Chang, Wang-Yi, and 張婉怡. "A Perspective of Noddings' Care Ethics to Improve the Relationships between Teachers and Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/3x45u5.
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碩士<br>華梵大學<br>哲學系碩士班<br>104<br>The conflicts between teachers and students are frequently seen in media and press and some are settled by lawsuits, which relates closely to the absence of “respect” and “care” as two moral elements between instructors and learners in the educational field. In the case of frequent confrontations between the said parties involved in education, teachers unable to teach carefree and students unable to learn happily will definitely produce unwanted consequences to educational development. Still, care ethics of Nel Noddings that seems a new approach to response such issue.
This study consists of the following subsections. First, significance and causes of such state in association with the issues on moral education overlooked by the current educational environment are inquired. Second, disparity between care ethics and traditional ethics is assayed, and cultivation of capacity of care, methods of moral education and six curricula of care is estimated to tackle the current conflicts between teachers and students frequently seen. Furthermore it is asserted that a teacher should keep fine relations with students as a caring start-point, and apply “Modeling”, “Dialogue”, “Practice”, and “Confirm” as the four important methods of moral education, and enable students to be capable of caring for others by care-oriented curricular design. Finally, reflective remarks are stated in terms of the issues arising from actual practices via employment.
This paper concludes that care relationships in addition to enactment of six curricula of care by Nel Noddings able to not only create the opportunity of reciprocal care between students and teachers but also inspire the students’ capacity of care, which closes the distance and improves the relations between the both. It should be an alternative view for teachers to employ care ethics to tackle the current severe conflicts between students and teachers.
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Liu, Shiao-Ping, and 劉曉屏. "Nel Noddings'' Women and Evil on morality of evil and its implications for education." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/j2k387.
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碩士<br>銘傳大學<br>教育研究所碩士班<br>95<br>Student: Shiao-Ping Liu Advisor: Dr. Ji-hwa Fang
Abstract
Through hermeneutic analysis, the researcher attempted to study Women and Evil as a text written by Nel Noddings.
Noddings notices traditional ethicists incorrectly analyze two traditional views of evil—“What is evil?” and “How to treat evil?” The reason why this occurred is that Christianity with patripotestal notions has a great influence on the West. These traditional ethicists didn’t identify evil by placing evil in the relations and experience among people but by viewing evil as disobeying to the patriarch and symbol. Moreover, they perceive evil is connected with bodies and females. In this way, females fall prey to evil of the masculine drive for ruling and keep silent in the province of morals over a long period of time.
Man''s desire to overcome evil often results in perpetuating and renewing it. To fight against the traditional thought, Noddings reverses the view and shows a feminine alternative approach. That is, people may get a clearer view of evil if they take up the standpoint of women to look directly at evil itself. She will attempt to describe evil from the perspective of women''s experience so as to preserve goodness and minimize evil.
One of the great contributions to ethics in this book is a fundamental shift in the valuations of good and evil. It makes a fundamental judgment upon some aspects of past descriptions of the nature and etiology of evil as themselves ratifications of evil. The main task of the book has been to examine evil from women''s perspective. Noddings uses a modified phenomenological method to look at evil so that she will completely reverse the tradition and demystify the evil. Through the use of women’s experience and stories, Noddings attempt to draw out the logic of situations in which we face evil and to probe for the underlying commonalities in our experience with evil.
Women’s viewpoints of evil raised by Noddings can be concluded as follows:
1. Evil is not a symbol but an experience and injured affects.
2. There are three categories in evil—natural evil, cultural evil and moral
evil. The pain of illness and death are natural evils, poverty, racism,
war, and sexism are cultural evils; the deliberate infliction of physical
or psychic pain is moral evil.
3. Three basic states in evil—pain, helplessness, and separation. From the
perspective of women''s experience, separation--the neglect of relation-- is
in fact a fundamental evil.
4. Real evil—moral evil is not an original sin in religion. Moral evil
occurs when some agent causes such pain, fails to alleviate it, neglects
the relation, or sustains mystification.
5. Evil is not linked with bodies. From the perspective of women’s moral
experience, evil can be explained as one kind of experience expressing
people’s freedom and spirituality.
From the relational perspective, Noddings completely and logically corrects the whole system of western traditional ethics, which is the most significant value and contribution in this book. She hopes to explore the problems of evil and its solutions through women’s perspective so as to make the world much better. As a result, she suggests ushering in women’s valuable moral experience traits—caring and relatedness—as a basis of moral education. If so, people will not only increase goodness but also reduce evil. This book mainly puts emphasis on part of how to reduce evil.
Noddings takes C. Jung’s advice that humans for life inevitably encounter the natural, cultural, and moral evil, bringing about the experience and feelings of pain, helplessness, and separation; therefore, it’s a main point to cultivate “morality of evil” when moral education is being implemented at school. However, she recognizes that it’s difficult to change the structure of the patriarch dominance at school. Hence, if we feel like developing the education from women’s perspective, we can do “ visionary thinking” in a theoretical method. Then, we can use the vision we create to guide the actual changes we find feasible, which should create education anew.
Noddings conceives that morality of evil from women’s perspective is worthwhile for humans to learn and develop. The reason why we have to develop morality of evil is that we make it possible to try our best to avoid hurting others. Once evil shows up inevitably, how can we reduce the damage to the minimum? If we see others suffer pain, how do we react? In addition to redeeming the evil, how do we prevent it as much as we can? Noddings cares more about “how to prevent evil?” , and this is exactly one of the important achievements moral education manages to attain.
Noddings’ ethics of care depicts a new moral education model, explaining how it examines evil on a basis of women’s “caring and relation”. She deeply realizes that it’s impossible to eliminate the evil completely, but she finds it feasible to reduce the evil to the minimum through moral education. She suggests the moral education of “reducing evil” can be divided into three aspects:
1. Absorb cherished value from women’s experience, and help students develop
a kind of “morality of evil.”
2. To develop students’ literacy of evil, Noddings discusses how to implement
moral education at school based on caring and relation from three
dimensions:curriculum and instruction, relational virtues, and
demystification of the subject of religion.
3. The neglect of relation leads to such problems as wars, conflicts, poverty
and so on. Noddings presents a pedagogy of the oppressor whose contents are
mainly about mediation, moderation and sharing to be the major means to
avoid the evil.
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CHEN, SHU-YU, and 陳淑瑀. "Reflections on the Affective Education of Public Primary Schools -- Based on Rousseau's and Noddings' Viewpoints." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/fjq5gb.
Full textAbstract:
碩士<br>華梵大學<br>哲學系碩士班<br>105<br>Abstract
When an incident by virtue of someone who is not able to fulfill his own emotional desires resulted in a major social issue, the major cause would be often lack of proper affective education. Educational institutes traditionally have been heavily focusing on intellectual development and rationality-cored education. This kind of focus tends to ignore emotional needs that were emphasized by affective education. Unfortunately, heavy focus on intellectual development pushes affective education to the periphery of the entire education system.
This essay will start from examining the obstacles associated with rationality-cored education that teachers are facing in public primary schools and issues arose from lack of affective education in the current system. It will utilize the philosophical theories of Rousseau and Noddings to find a solid standpoint to support the need of affective education. Based on Rousseau’s beliefs in developmental appropriate education, children in the age of primary education should be guided by their emotions and impulses. Reasons will be given to develop during the time of secondary education. Noddings on the other hand believes in caring as the approach to ethics and moral education. The goal is to develop a child to become a caring person. She believes caring “rooted in modeling, dialoge, practice, and confirmation” is a more fundamental and preferable approach of ethics. From natural caring to ethic of care, affection and caring is the core of education.
Author of the essay believes the importance of affective education in the current primary school education system and it needs to be addressed. By building caring relations, Affective education will become a solid part of current education system. Rationality and sensibility both has its value and primary education should put focus on discovering talents in students rather than rationality. Primary education should also advocate learning by experiencing and servicing, and emphasize on outdoor activities to help reconnect emotions by interactions.
Keywords: Affective Education, Public Primary Schools, Jean-Jacques Rousseau, Nel Noddings, Naturalism, Care Ethic
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Grunlund, Cathy. "Disrupting the practice of the elementary school administrator: a reflection on Noddings' challenge to care." Thesis, 1998. http://hdl.handle.net/2429/8218.
Full textAbstract:
Nel Noddings in her book The Challenge to Care (1992) presents a philosophy
based on an ethic of care and a theory for educational practice that is at once intriguing
and satisfyingly resonant. While Noddings describes her notion of caring in terms of
practice it is clear that Noddings is grounding this in a philosophical framework rather
than in the real and current life of schools.
The problem I have attempted to address is whether or not caring, however logical
it may appear in my mind, is a reasonable ethic to consciously incorporate into the art of
educating children. Specifically I looked at the practice of the elementary school vice-principal
by reflecting on my own experience and my attempts to live arid model caring
as an important way of being with children and adults who work and learn in schools. I
came to this investigation from a point of dissatisfaction with many of the accepted ways
of acting within the practice of educational administration.
This work is written in the style of story. Noddings' ideas have been taken and
situated within the context of my experience and analyzed through narrative. Relevant
research has been brought to bear to help support or critically discuss concepts. Chapter 1
discusses some of the problems I saw as inherent within the world of educational
administration and of my search for alternative action. Chapter 2 attempts to
conceptualize caring in a manner that will make it more comprehensible to educational
practitioners. Chapter 3 looks at caring in practice, specifically discussing Noddings'
notion of moral education. How caring fits into the larger discussion of moral education
is discussed in Chapter 4 with caring being placed in relief to other ethical approaches as
they relate to education. The final chapter discusses the implications for educational
leaders who would like to work towards a more caring approach to the education of
children.
It is my hope that educators who read this story will be tempted to disrupt their
practice long enough to think about the moral issues inherent in the roles of teachers and
principal teachers. The point I have tried to make is that these moral issues are not purely
philosophical in nature but have significant impact on the lives and moral development of
real children in our schools.
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徐詩晴. "The study of Noddings' Caring Theory and its Integration with Tzu Chi's Great Love (Ta-I)." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/14027670846034047954.
Full textAbstract:
碩士<br>慈濟大學<br>教育研究所<br>92<br>Abstract The aim of this thesis is to explore the integration of the connotation, utilization, and educational approach between Noddings’ Caring Theory and Tzu Chi’s Great Love (Ta-I). First, within the historical context of Noddings’ life, traditional ethics, moral cognitive psychology and feminism trace the formation of Noddings’ Caring theory. Next, Noddings’ caring has a discourse with Plato’s Symposium and with Aristotle’s Friendship. Furthermore, the researcher analyzes the perspective of Caring theory and the content pf its moral education, which are stated in Noddings’ writings. Finally, by exploring Tzu Chi’s Great Love , the essence of caring can show up. The tolerance of Tzu Chi’s Great Love can expand the understanding of caring. Presenting the dynamic process of Great Love can absorb utilization of caring. Education of spiritual cultivation of Tzu Chi can encompass Noddings’ moral education. So far, the researcher understands that caring is not just a theory. The constant cycle of experiencing followed by self-introspection is required. It’s through learning by doing and realizing by doing which can enrich education with heart meaning. Key Words: Noddings’ Caring theory、relation、Great Love ( Ta-I )、moral education
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Yang, Yi-Mei, and 楊意梅. "Explore the multicultural education of new immigrant children from the perspective of Nel Noddings’ Care Ethics." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/23647016717288308986.
Full textAbstract:
碩士<br>輔仁大學<br>哲學研究所<br>100<br>In recent years, the structure of the population in Taiwan changes due to the increasing numbers of new female immigrants. The thesis here is to explore the multicultural education problem of the new immigrant children from the perspective of Nel Noddings Care Ethics.
First, holding a certain understanding of the new immigrants’ children studies and the implementation of the multicultural education, we raise five questions here.
1. Cultural identity?
2. How do we treat the differences?
3. Whose mother tongue is it?
4. Why the multicultural education should be the critical education?
5. Do teachers take actions?
Second, when probe into the origin of care ethics, philosophical connotations and the
care-oriented moral education, it shows that the relation of caring exists as a foundation in human life; the course of caring is a kind of two-way interaction; the feelings of caring is the power of moral. According to the care ethics, the moral ideal can be accomplished through the practice of moral and the methods of the moral educations as well as curriculum. It emphasizes that caring is the core of education. Finally, the discussion about the care-oriented in multicultural education of the new immigrant children has made a respond to the problems above. Under the basis of caring relationship, teachers and students can be inter-subjective and concerned with one another. Under the caring orientation, teachers act as models to the students, they value the conversations, affirm the students’ nature and emphasize on practicing for students. We expect that the multicultural education of new immigrant children can be developed locally as well as successfully in the near future, the new immigrant children can master and demonstrate their own advantages successfully in the society.
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Chen, Jui-Hsin, and 陳睿忻. "A New Direction for Physical Class Instruction Integrated with Nel Noddings´ Care Ethics in Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/u8e2n8.
Full textAbstract:
碩士<br>華梵大學<br>哲學系碩士班<br>102<br>Physical education is an important part of the five dimensions of education, which are moral education, intellectual education, physical education, sociable education and artistic education. The purpose of physical education is to train students to become strong healthy persons of noble character. In Taiwan, students in an advanced physical education class are gifted in sports. However, these students are constantly under pressure because of various reasons such as sports competition, schoolwork performance and career development. On top of that, teachers tend to be extremely strict with the students, and ask them to be totally obedient, which may also do harm to these athletes physically and mentally. Faced with this situation, we need to re-examine the purpose and the value of physical education. We also need to have a thorough understanding of the overview of the real situations in the classroom today, so that we can know what problems teachers may be encountering while they are teaching elementary school PE classes.
Ethics of care proposed by Nel Noddings emphasizes the importance of cultivation of emotion and relationship building. The theory also respects every individual’s differences. In her opinion, the purpose of education is to enable people to become a person who is capable to love others, and at the same time is worthy of being loved. In Taiwan, this is the area for improvement for teachers teaching elementary school PE classes. Physical education and character education should work side by side. Ethics of care places great emphasis on the communication of emotion and the development of students’ character, which are the two major characteristics that teachers should value in the teaching process.
This paper attempts to integrate Nel Noddings’ ethics of care and her methods for moral education into teaching elementary school PE classes. With the combination of these two theories, I hope to find a different direction for teaching elementary school PE classes. I also hope that, under the guidance of teachers, students can find great pleasure in participating in PE class, and learn how to be a person with a caring, noble personality through various physical activities. Furthermore, I hope that students can take a caring attitude towards life, and practice what they have learned from school in their everyday life.
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CHENG, CHIN-HU, and 鄭進斛. "The Construction and Verification of Elementary School Teachers' Care Indicators－Based on Noddings' Ethics of Care." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/tv984t.
Full textAbstract:
博士<br>國立臺南大學<br>教育學系課程與教學碩博士班<br>106<br>The purpose of this research is to explore the contents of the elementary school teachers’ caring. The research results are found by developing the elementary school teachers' care scales, constructing the elementary school teachers' care indicators, and exploring the indicator differences of the elementary school teachers with different background variables. The results will be the reference for educational departments or in-service teachers.
Based on the six topics of Noddings’ care ethics in curriculum design and the related research, the first draft of indicators is developed. With the expert validity test, exploratory factor analysis and confirmatory factor analysis, elementary school teachers’ care indicators are constructed. Then the indicators are investigated empirically. The conclusions of this study are as the followings: (1)The contents of the care of elementary school teachers includes six Indicators , which are” Caring for self," "Caring for others," "Caring for distant others," "Caring for the environment," "Caring for the human-made world" and "Caring for Ideas." (2)The scales of elementary school teachers’ care have very considerable reliability and validity. (3)The various care indicators of elementary school teachers vary due to different academic degrees, years of service and school size.
Keywords: elementary school teachers, care indicators, Noddings’ ethics of care
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Wang, Ching-Yu, and 王靜玉. "A Study on Environmental Education in the Elementary School from the Perspective of Noddings' Care Ethics." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/60501164699682989554.
Full textAbstract:
碩士<br>華梵大學<br>哲學系碩士班<br>104<br>Environmental damages by over productions and consumptions cause gradually alienated between Human and Nature. To change deviant behaviors and thinking how humans treat the environment depends on education. Present environmental education in the elementary school emphasizes excessively input of intelligent, lack of real emotional motive in the environment, can’t elaborate the practical abilities. This study tries to take a different approach method, which is mainly concerned with the perspective of Nel Noddings' care ethics.
First, currently environmental education curriculum in the elementary school contains different ethic viewpoints which need clarifications and analysis. The curriculum emphasis on impart knowledge. It may have a negative impact on teaching materials, outdoor teaching, hidden curriculum and other aspects. Secondary, emotion has the priority in the ethic emphasized on Noddings' care ethics. The moral emotion which becomes the executive ability for carer induce motives, and the rationality only provide knowledge and methods for thinking when we actions. The interaction between human and environment depended on emotion and relationship. There is no absolute principle to guide us how to decide action besides in a real incident, but it does not mean that there is no principle can be followed. Furthermore, in the perspective of Noddings' caring ethics in the elementary school observed environmental education, which planning should be evoke emotional of sensory nature experiences. Build caring relationship and strengthening the relationship continually. The teachers carry out environmental education through teaching by modeling, dialogue, practice, confirmation, and teaching situation, taking into account the experience, reflection and practice.
Finally, the executive ability for caring comes from moral emotion. The Noddings’ caring ethics which emphasize emotion is a good method to face with problems of environmental education. For this reason, this study showed that the first work is establishing the emotion connects with student and environment, and training students to become a person of having positive attitudes and executive ability as the important target. The environmental education in the elementary school must focus on outdoor education to enrich the sensory experience for students. The action extended from school to home and community. Teachers should find out how show themselves to the students in words and deeds, and avoided negative education that saying one thing and doing another.
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Wang, Mei-Ching, and 王美靜. "Nel Noddings' Theroy of Ethics of Care and Its meanings in Life Education for Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/33919479715364252717.
Full text
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Wu, Mu-Shu, and 吳木樹. "A Study on The Theory and Practice of Care Education of Nel Noddings and Confucius, Mencius." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/43080687116255868395.
Full textAbstract:
博士<br>臺北市立教育大學<br>教育學系<br>96<br>If moral education is based on the theory of care education, it can improve effectively a person’s moral disposition for a care society. This study focuses on the research of care education of Noddings and Confucius, Mencius, and the comparative study of their theoretical similarity and difference and its implication for care education or education in general.
The extent of this study is as follows: the significance of care, human’s ethic relation, and the method to achieve the theory of care education. The results of this research tell us, Noddings and Confucius, Mencius are all very approval of the theory of care education, and hope to accomplish the ideal of care education by way of good ethic relationship and effective methods of teaching.
In a word, a study of the theory of care education of Noddings and Confucius, Mencius, we find clearly that Noddings focuses especially on these aspects of individual, family, and school to practice the theory of care education. Similarly, she is also concerned about the issue of environmental perfection, moreover, she expects to unite all the countries to promote the ethics of caring and justice harmoniously, so we can improve the life of all human being in the world. Confucius and Mencius focus on both individual’s cultivation and caring for all people. That is, self-cultivation and citizenship caring are closely correlated. The final purpose is to give all people a happy and easy life.
Based on the favorable and relevant ethical meanings of both Noddings and Confucius, Mencius, we can well integrate a new care ethics from and for the East and the West, the Ancient and the Modern, so as to promote the correct direction of development for the happiness of all human being.
This study has consequently made some suggestions as follows: Firstly, to interpret clearly and to promote the meaningful care education in the world. Secondly, to establish good ethic relationship, for instance: caring self, caring the other, caring society, caring environment, caring world, and the correct knowledge for men and women. Thirdly, to practice the ideal of care education thoroughly. Namely, encouraging all people to cultivate themselves as caring persons and using effective methods of care teaching, so as to accomplish the ideal of care education in the world.
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LIN, LI-CHING, and 林麗菁. "A Study on Campus Space Planning in the Elementary School from the Perspective of Noddings’ Care Ethics." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/63306553357092708541.
Full textAbstract:
碩士<br>華梵大學<br>哲學系碩士班<br>105<br>Generally, campus space planning takes curriculum concept as its core, but there is a fundamental problem – campus space planning is disjointed with the students’ demand, thus it falls into the traditional set pattern, lacking motive factor of emotion. This study is based on the ethic of care from Nel Noddings, trying to figure out another way for campus space planning.
The study firstly illustrates the current development and challenge of campus space, presenting the relationship between its demand and the ethic of care. Secondly it states the important concept in ethic of care proposed by Nel Noddings, which is related to campus space planning. Finally, it reaches the conclusion that the caring and friendly campus space planning spirits are “care instead of isolation”, “reciprocal campus community”, “differentiation instead of consistent doctrine” and “narrative design aesthetics”. The campus space planning based on ethic of care can make people feel the connection of love, bringing students sense of identity and belonging, creating a campus atmosphere filled with support and encouragement. This facilitates the reciprocal relationship between teachers and students, thus making them willing to take actions to support it.
The study holds the view that ethic of care of Nel Noddings can guide students to consider their own demands. It is a kind of education thinking that meets demands of higher level and brings practical actions. In order to solve the current problems of education, the teachers need to care about students and respect their interests and choices, giving enthusiastic encouragement to students and creating caring, friendly campus atmosphere. Only in this way can the students experience the campus life and the sustainable view of happiness education be paved.
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Lu, Yu-sheng, and 呂育生. "Caring as the core of teacher-student relationships--Noddings'' ethics of caring in the praxis of moral education." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/25811811176468591506.
Full text
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Ting, Shing Ping, and 丁心平. "The Meaning of Noddings’ Caring and Relation Concepts in Teaching：A Senior Elementary School Teacher’s Self-narrative about Caring Practice." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/b8t2rg.
Full textAbstract:
博士<br>國立臺中教育大學<br>教育學系<br>106<br>The purpose of this dissertation was to discuss the implications of the caring and relation concepts from an American educational philosopher, Nel Noddings. The researcher, an elementary school teacher with 37 years of teaching experiences, adopted the self-narrative approach to explore the teaching practice of ethical caring that was suggested by Nel Noddings. The self-narrative approach also included how to use Noddings’ moral education theories in caring practice by four means.
This dissertation is summarized as followings：
First, the memory of our own best moments of caring and being cared for sweeps us into a feeling as an“I must”- in response to the others. We can design the activities to arouse the feeling "I care.”, then to the feeling“ I should to do the duty. I commit to do it”, and eventually build the caring abilities in this process.
Second, caring review begins with honesty, and tries to make the student feel that the teacher loves him/her, listens to him/her, understands him/her, and accepts him/her, in order to establish a warm caring relationship.
Third, teaching is the practice of morality. Encourage students to say thank you to those whom have helped them.
Fourth, the four great means of nurturing the caring are role modeling, dialogue, practice, and confirmation.
1. Role modeling starts from the teacher practicing caring.
2. Smart dialogue brings the caring and the strength.
3. Assist students to grow up in caring practice.
4. Confirm students, letting them understand their worth.
Fifth, teachesrs enter the inner world of students. Teachers can empathize with the students, continuing on engrossment and motivational displacement in order to traslate natural to ethical caring.
Sixth, intern mentorship is practical caring, as well as a profession. The orientation and training of the tutor should be included as part of the teacher development program. In addition to the professional ability of the tutor, he/she must also have the abilities to teach the trainee teachers the professional knowledge.
Seventh, the acquisition of caring is learned from “responsiveness”. To make the student feel that teachers love him/her and value him/her, the school often holds some meaningful activities. Because love can evoke the memory of inner caring, students will further establish the image “I want to love my school. ” Through the curriculum, can be used as the method of empathy to teach students to love himself /herself, and extend to love his/her family, school, country and the world.
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"Caring and Respect in Preschool Classrooms: Connecting Ethical Theory to Empirical Research." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25872.
Full textAbstract:
abstract: This study focuses on the principles of caring and respect for persons, and how they are manifested in the preschool classroom. Caring and respect are core ethical principles. When applied, they inform our thinking and guide our behavior. Leading ethicists, including Immanuel Kant and Nel Noddings, have argued that caring and respect are vital elements in ethical human relationships. This dissertation is at the forefront of a new line of inquiry which is seeking to connect the philosophical with the empirical in ways that can be illuminating for both, and for education research and practice more generally. The study connects ethical theory with a qualitative analysis of how the principles of caring and respect do and do not manifest in pre-K classrooms. The empirical portion of this study is a secondary data analysis of classroom videos collected for a large-scale research project conducted by the National Center for Research on Early Childhood Education (NCRECE). Using maximum variation sampling, I identified six preschool classrooms to examine in regard to my research questions and identify observable behaviors associated with caring and respectful interactions. These video samples of teachers interactions with small and larger groups of children were then transcribed, described, analyzed, and discussed through the lens of the ethics of care and respect for persons. The study found that caring and respect for persons were either not demonstrated or were demonstrated in very limited ways in the observable behaviors of teachers in the samples of preschool classrooms under examination. These findings point to the importance of connecting ethics and practice in educational research and the professional development of early childhood educators.<br>Dissertation/Thesis<br>Doctoral Dissertation Educational Leadership and Policy Studies 2014
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Duff, Warren. "The moral atmosphere of the classroom : a critique of teaching in the American public schools according to the moral theories of Noddings and Kohlberg." Thesis, 1992. http://spectrum.library.concordia.ca/5220/1/MM87259.pdf.
Full textAbstract:
Presents a composite picture of teaching in the public schooling system of the U.S. Looks at the moral theories of Noddings and Kohlberg, to ascertain the possibilities for moral education within the schools. Practices in successful schools are examined.
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Meacham, Ross. "Teaching the good: teacher perceptions of the caring relationship — a narrative analysis." 2014. http://hdl.handle.net/1993/23205.
Full textAbstract:
While the story of teaching makes plenty of room for academic and social learning, the telling often leaves out some of the most important details. In this thesis, I tell the stories of four teachers — how they practice and make sense of the caring relationship in the school and how such relationships lead to moral good in people, schools, communities, and the world. The moral is centered in the ongoing dialogue about what is best in schools and the world — the good, and the relationships in which the stories are set. The method is narrative analysis and the format is a series of free verse poems. The characters tell stories of knowing and being known, meaningful dialogue, modeling, authentic care, struggle and tension, individualized attention, hope, and transformation. The conclusion is a deep imagining of possibilities, implications, and outcomes.
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Liu, Winni, and 劉宛妮. "The Implication of Nel Noddings's Caring Ethics for School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/12620037837853603676.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教育學系<br>95<br>Abstract
The purpose of this study is to analyze the implication of Nel Nodding’s caring ethics for school administration. The research method was used in educational hermeneutics, through cross-reading texts of Nel Noddinds, to adapt main caring ethics. Main concepts of caring ethics have four points: human-center caring emotion, the caring relation of encounter, from small to large circle of caring, and the practice of caring strategy. After to definite the meaning of caring ethics, We also evaluate the positive and negative aspects of caring ethics to get critical thinking to achieve the approaching real action situation. Then we will discuses the four main concepts are used for school administration. We find the four main concepts, the school working members should have dual views, the immediately response mechanism, value-translation between schools’ members and community, and the practice of caring school.
In this research, we conclude as follows:
1. The caring ethics of Nel Noddings was deeply influenced by environment; it’s a describing theory for everyone.
2. Caring ethics is an attitude and a relation from people’s encounter in life world. It hopes people to help and find the meaning of existence cooperatively.
3. Caring ethics in school administration can performance the important of dual views which can be active to connect the idea of teachers and parents to form the caring circle.
4. The practice of caring ethics from knowing to acting has to be done in daily school life.
Based on the findings of this study, several recommendations were suggested as useful reference to school administrators, and follow-up researchers who are interested in Nel Nodding’s caring ethics.
Keywords: caring ethics, school administration, relation, encounter’s emotion
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Hsieh, Yuan-Chang, and 謝沅璋. "NodEverywhere: Enabling Practical Handsfree Target Selection for Augmented Reality Headsets using Head Nodding and Deep Learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/skts3u.
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碩士<br>國立臺灣大學<br>資訊工程學研究所<br>107<br>Handsfree input allows people to interact with the real-world without occupying their hands and is especially important for augmented reality headsets. Currently, dwell time is used with eye gaze and head pointing as a handsfree selection technique. However, prior work on improving dwell-time have not addressed unintended selections (i.e. the Midas Touch problem) for general, everyday use.This paper presents NodEverywhere, which uses deep learning to accurately detect a single head nod and uses backtracking algorithm to determine where the user clicked.
We first conducted a 12-person target selection user study according to ISO 9241-9 and compared with head-dwell and gaze-dwell. Results showed that the performance of NodEverywhere has 93.85% accuracy.We then evaluated NodEverywhere in three real application scenarios (Gmail, Youtube, Holograms).The result demonstrated that NodEverywhere have lower unintentional triggered than dwell-based input.Additionally, users feel significantly less fatigue than when using dwell-based technique.The ranking from users showed that NodEverywhere is the most suitable confirmation technique especially in YouTube application.Finally, we conducted an 8-person study to record natural gaze and head movement for various common AR tasks, including having a conversation, reading, watching a video, and walking. Results showed that dwell-based techniques have significant Midas Touch problems, and the nodding gesture only unintentional triggered 2.45 times in 300 secs.Based on these findings, we expect NodEverywhere to be an efficient confirmation technique.
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Δημήτρουλα, Αγγελική. "Η έννοια της ηθικής αγωγής στον Καντ". Thesis, 2014. http://hdl.handle.net/10889/8024.
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Σκοπός της παρούσας εργασίας είναι να παρουσιαστούν οι ιδέες του Καντ σχετικά με την ηθική αγωγή των παιδιών. Η δομή της εργασίας βασίζεται στην παραδοχή ότι η παιδαγωγική θεωρία του δεν μπορεί να κατανοηθεί αποκομμένη από την ηθική και πολιτική φιλοσοφία του. Μάλιστα, αποτελεί σημαντικό τμήμα της, καθώς διερευνά τη δυνατότητα και τους τρόπους ηθικοποίησης των ανθρώπινων υποκειμένων. Θεωρείται καθοριστική για την επίτευξη του ύψιστου αγαθού για το ανθρώπινο είδος, δηλαδή την ηθική κοινωνία με τη μέγιστη ευδαιμονία και την καθολική ηθικότητα. Στο πρώτο κεφάλαιο παρουσιάζονται κάποιες γενικές παραδοχές της ηθικής θεωρίας του Καντ σχετικά με το ανθρώπινο γένος. Στο δεύτερο κεφάλαιο αναλύεται η θεωρία του Καντ σχετικά με την ηθική αγωγή των παιδιών. Στο τρίτο κεφάλαιο παρουσιάζονται τρία ερωτήματα που προκύπτουν απ’ την ανάλυση της θεωρίας του Καντ για την ηθική αγωγή. Το πρώτο θέμα που εξετάζεται είναι το πώς συνδυάζεται η πειθαρχία και ο καταναγκασμός με την ελευθερία και την αυτονομία των μαθητών. Ένα άλλο σημείο που χρήζει σχολιασμού είναι το αν η ηθική αγωγή είναι τελικά απαραίτητη για την ηθική τελειοποίηση των μαθητών, μιας και σύμφωνα με τον Καντ όλοι οι άνθρωποι γνωρίζουν a priori τον ηθικό νόμο. Το τρίτο και τελευταίο σημείο προς ανάλυση πραγματεύεται τον ρόλο των συναισθημάτων στην ηθική αγωγή.<br>The purpose of this study is to present the ideas of Kant on moral education of children. The structure of the study is based on the assumption that his theory on education cannot be comprehended in isolation from his moral and political philosophy. Indeed, it comprises an important part of it, since it examines the possibility and the ways of moralisation of human beings. His theory on moral education is considered as crucial for the accomplishment of the highest good for the human race, which is the moral community with the utmost happiness combined with the universal morality. The first chapter includes some basic assumptions of Kant's moral theory related to the human race. In the second chapter Kant's theory on moral education of children is analysed. Chapter three poses three questions, which derive from the analysis of Kant's theory on education. The first issue discussed is how discipline and necessitation are combined with pupils' freedom and autonomy. An other topic worth of discussion is whether moral education is necessary for moral perfection of pupils, since according to Kant all human beings are a priori aware of the moral law. The third and final point of discussion refers to the role of feelings in moral education.
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"Caring Through Differences in a Chid Care Community: Nurturing Adult Relationships with Nel Noddings's Caring-Ethic." Texas Christian University, 2010. http://etd.tcu.edu/etdfiles/available/etd-03162010-102718/.
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