Journal articles: 'Noddings'

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Donovan, Josephine. "Reply to Noddings." Signs: Journal of Women in Culture and Society 16, no. 2 (January 1991): 423–25. http://dx.doi.org/10.1086/494675.

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Colnerud, Gunnel. "Nel Noddings och omsorgsetiken." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 15, no. 1 (January 1, 2006): 33–41. http://dx.doi.org/10.48059/uod.v15i1.812.

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Clinchy, Blythe McVicker. "Women and Evil. Nel Noddings." American Journal of Education 99, no. 1 (November 1990): 128–31. http://dx.doi.org/10.1086/444288.

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Martone, Eric. "A Thank You to Noddings." Educational Forum 79, no. 3 (June 5, 2015): 338–39. http://dx.doi.org/10.1080/00131725.2015.1037690.

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Stone, Lynda. "Introducing Noddings and the Symposium." Educational Philosophy and Theory 45, no. 5 (May 2013): 482–87. http://dx.doi.org/10.1111/j.1469-5812.2012.00850.x.

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Martin, Peter. "Caring for the Environment: Challenges from Notions of Caring." Australian Journal of Environmental Education 23 (2007): 57–64. http://dx.doi.org/10.1017/s0814062600000719.

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AbstractIn 2003 John Fien presented an argument for environmental education to encompass deep and wide caring for human and nonhuman nature (Fien, 2003). His philosophical discussion of care outlined work by Nel Noddings (1984; 1992). In this paper I continue that project by indicating how Noddings' work provides signposts for environmental educators to think about their students' relationships with the nonhuman natural world. I argue that one consequence of Noddings' conception of care is that advocacy for considering humans to be a part of nature might be counterproductive to developing a student's capacity to understand a caring relationship with nature. In conclusion I draw on the structure of a care ethic to suggest practical implications for environmental education and the development of a relational self.

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Gendron, Claude. "Le programme Éthique et culture religieuse et l’éthique du care." Articles 28, no. 1 (June 1, 2015): 135–50. http://dx.doi.org/10.7202/1031006ar.

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L’auteure s’intéresse à l’apport de l’éthique du care au domaine de l’éducation et cible plus particulièrement le programme Éthique et culture religieuse, implanté au Québec depuis 2008. Ainsi, une analyse des fondements de ce programme est effectuée, s’appuyant principalement sur les travaux de Nel Noddings, éthicienne et philosophe de l’éducation. À la suite de cette analyse, certaines objections soulevées à l’endroit de la théorie du care de Noddings sont discutées.

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Bikauskaitė, Renata. "RŪPESČIO ETIKA IR EMMANUELIS LEVINAS." Problemos 82 (January 1, 2012): 112–25. http://dx.doi.org/10.15388/problemos.2012.0.730.

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Rūpesčio etika šiuolaikinės moralės filosofijos lauke yra gana naujas, vienalytiškumu bei griežtai apibrėžtu žodynu nepasižymintis darinys. Rūpesčio etika užima kritinę poziciją tradicinių etinių teorijų atžvilgiu, tačiau kai kurie jos atstovai, ieškodami tvirtesnio filosofinio pagrindo, siekia įtraukti ją į dorybių etikos teoriją. Šiame straipsnyje siūloma kitokia strategija: įtraukti rūpesčio etiką į Emmanuelio Levino filosofijos kontekstą. Analizuojant vienos žymiausių rūpesčio etikos atstovių Nel Noddings idėjas ir lyginant jas su Levino filosofija siekiama atskleisti abiejų etinių diskursų sankirtos taškus ir bendradarbiavimo galimybes. Straipsnyje teigiama, kad Levino etika suteikia Noddings natūralistinei rūpesčio etikai gilesnį normatyvinį pagrindą ir platesnį filosofinį kontekstą jos kontroversiškoms sąvokoms.Pagrindiniai žodžiai: rūpesčio etika, Noddings, Levinas.Ethics of Care and Emmanuel LevinasRenata BikauskaitėSummaryIn the context of the contemporary moral philosophy ethics of care appears to be quite a new discipline that lacks homogeneity and a well-defined moral vocabulary. Ethics of care is highly critical of the traditional ethical theories, though a few representatives, who are looking for well-established philosophical grounds, try to subsume it under the category of theory of virtue ethics. In this paper a different approach emerges which seeks to incorporate the ethics of care within the philosophy of Emmanuel Levinas. By analysing the ideas of Nel Noddings – one of the best known representatives of the ethics of care – and comparing them with the philosophy of Levinas an attempt is made to describe the overlaps between these two ethical discourses and explore the possibilities of their cooperation. This paper claims that Levinas’ ethics provides a deeper normative ground for the naturalistic care ethics of Nodings and a wider philosophical context for its controversial notions.Keywords: Ethics of care, Noddings, Levinas.

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Delaune, Andrea. "‘Investing’ in early childhood education and care in Aotearoa New Zealand: Noddings’ ethics of care and the politics of care within the Social Investment approach to governance." Global Studies of Childhood 7, no. 4 (December 2017): 335–45. http://dx.doi.org/10.1177/2043610617747980.

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This article draws from Nel Noddings’ ethics of care as a basis for analysing the political effects of the burgeoning Social Investment approach to governance in Aotearoa New Zealand. To assess the effects of the Social Investment paradigm of governance in relation to early childhood care and education, this article commences with an historical analysis of the relationships between the concepts of ‘care’ and ‘education’ through the history of Aotearoa New Zealand in relation to early childhood education and care. Following this, the burgeoning Social Investment paradigm will be charted. Then, the major principles of Noddings’ ethics of care are outlined and utilised to scrutinise current and potential effects the Social Investment paradigm will have on early childhood education and care and the discourses of ‘care’ and ‘education’. Foucauldian theories augment Noddings’ theories to highlight the bio-politics of care.

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Verharen, Charles C. ""Philosophy of Education," by Nel Noddings." Teaching Philosophy 35, no. 2 (2012): 238–41. http://dx.doi.org/10.5840/teachphil201235226.

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Thornton, Stephen J. "Nel Noddings as Social (Studies) Educator." Theory Into Practice 57, no. 4 (October 2, 2018): 263–69. http://dx.doi.org/10.1080/00405841.2018.1518642.

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Stone, Lynda. "Nel Noddings: Courageous Philosopher and Reformer." High School Journal 101, no. 2 (2018): 100–107. http://dx.doi.org/10.1353/hsj.2018.0003.

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Hoagland, Sarah Lucia. "Some Concerns About Nel Noddings' Caring." Hypatia 5, no. 1 (1990): 109–14. http://dx.doi.org/10.1111/j.1527-2001.1990.tb00394.x.

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Nel Noddings argues that hers is not an ethics of agape. I want to argue, on the contrary, that it is, and that this is a problem. My central thesis is that the unidirectional nature of the analysis of one-caring reinforces oppressive institutions.

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Bikauskaitė, Renata. "RŪPESČIO ETIKOS IR SENTIMENTALIZMO SANTYKIS." Problemos 85 (January 1, 2013): 57–66. http://dx.doi.org/10.15388/problemos.2014.0.2922.

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Šiame straipsnyje analizuojama ryškėjanti tendencija sutapatinanti rūpesčio etiką su sentimentalizmu. Lyginant šios tendencijos atstovo Michaelo Slote’o ir vienos iš rūpesčio etikos kūrėjų Nel Noddings filosofiją, analizuojamas rūpesčio etikos ir sentimentalizmo santykis, pastarojo galimybės adekvačiai konceptualizuoti rūpesčio / rūpinimosi specifiką. Teigiama, kad sentimentalizmo konceptualinis žodynas, grindžiamas empatijos sąvoka, užgožia reliacinį rūpesčio etikos pobūdį. Straipsnyje empatijos sąvokai priešpriešinama dėmesio sąvoka, kurią nemaža dalis rūpesčio etikos atstovų pasitelkia apibrėžti moralinį rūpestį / rūpinimąsi. Analizuojant Simone Weil ir Iris Murdoch filosofiją, atskleidžiama dėmesio sąvokos reikšmė rūpesčio etikai.Pagrindiniai žodžiai: rūpesčio etika, sentimentalizmas, Slote, Noddings. The Relationship Between Ethics of Care and SentimentalismRenata Bikauskaitė AbstractThe article analyses the currently emerging tendency to identify ethics of care with sentimentalism. Through comparison of philosophy represented by one of the most prominent representative of this trend, Michael Slote, with the ideas of Nel Noddings, one of the founders of ethics of care, the relationship between ethics of care and sentimentalism is identified. The question arises whether sentimentalist moral vocabulary is adequate for conceptualising the peculiarities of ethics of care? The paper argues that any attempt to elaborate ethics of care while at the same time invoking the conceptual apparatus of sentimentalism, which is based on the notion of empathy, actually conceals the relational nature of this ethics. Further analysis of the notion of attention found in the works of Simone Weil and Iris Murdoch highlights the theoretical influence of this notion to ethics of care in general.Keywords: ethics of care, sentimentalism, Michael Slote, Nel Noddings.

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Hart, Laurie E. "Two Generations of Feminist Thinking." Journal for Research in Mathematics Education 23, no. 1 (January 1992): 79–83. http://dx.doi.org/10.5951/jresematheduc.23.1.0079.

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How can we expand the perspectives used to examine issues of gender and mathematics? Writings from a feminist viewpoint (e.g., Belenky, Clinchy, Goldberger, & Tarule, 1986; Noddings, 1 990) may be helpful in fostering this expansion. Belenky et al. studied adult women to understand “women's ways of knowing”; on the basis of their data they provide a provocative analysis of teaching and learning for women. They found that “connected teaching” (instruction that uses the “midwife” model rather than the more typical “banking” model [Freire, 1971]) facilitated the learning of women. Noddings has also critiqued research and practice in education from a feminist perspective. She discussed three generations of feminism.

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NODDINGS, NEL. "The New Outspoken Atheism and Education." Harvard Educational Review 78, no. 2 (July 1, 2008): 369–90. http://dx.doi.org/10.17763/haer.78.2.1777607445011272.

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In this essay, Nel Noddings calls upon U.S. public schools to equip students with a more nuanced understanding of religious vocabulary, history, and ideas. Examining recent books by outspoken atheists including Richard Dawkins, Daniel Dennett, Sam Harris, and Christopher Hitchens, Noddings argues that schools should help students "communicate across the chasm" between belief and unbelief in an effort to prepare a more civil and informed citizenry. In a wide-ranging discussion of religious vocabulary, belief, logic, morality, and aesthetics, she illustrates ways in which schools can incorporate religious literacy across the curriculum and foster a rich understanding of religious history and ideas among the students they serve.

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Lim, Jeong-Youn. "Noddings’ Caring Education : A Moral Educational Implication." Journal of Moral Education 24, no. 2 (August 31, 2012): 135. http://dx.doi.org/10.17715/jme.2012.08.24.2.135.

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Slote, Michael. "Reply to Noddings, Darwall, Wren, and Fullinwider." Theory and Research in Education 8, no. 2 (July 2010): 187–97. http://dx.doi.org/10.1177/1477878510368626.

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I respond to Noddings with further clarification of the notion of empathy and also argue that previous care ethics has put too much of an exclusive emphasis on relationships. I respond to Darwall by pointing out some implausible implications of his own and Kantian views about respect and by showing how a sentimentalist approach can avoid those difficulties. In my reply to Wren I indicate how a sentimentalist metaethics can be accurate to what we mean by ‘right’ and ‘wrong’ even if Kantians and others would emphatically deny what it says about these terms. And, finally, I argue that Fullinwider’s dismissive remarks on moral theories fail to reckon with what is significant and important about moral theorizing and also point out how a sentimentalist ethics and its view of moral education can, pace Fullinwider, be of some practical use to moral educators.

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Carmody, Brendan. "Philosophy of Education. (2ndedition). By Nel Noddings." Heythrop Journal 51, no. 3 (May 2010): 525–26. http://dx.doi.org/10.1111/j.1468-2265.2010.00573_44.x.

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Javidi kalatehjafarabadi, Tahereh. "ethics of caring in the child-friendly projects: new challenges." childhood & philosophy 16, no. 36 (November 21, 2020): 01–17. http://dx.doi.org/10.12957/childphilo.2020.49411.

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This paper aims to consider the implications of Noddings’ ethics of care theory for child-friendly projects and their underlying philosophical assumptions. It is explained that this theory with its emphasis on the children’s needs and rights and, more importantly, the emphasis on the care relation and care encounter indicates how Noddings’ main concepts and ideas could be taken into consideration in exploring the challenges of implementing child-friendly projects. Therefore, the main concepts of ethics of care theory including need and right, empathy and sympathy, receptive and projective, care about and cared-for, expressed and inferred needs were investigated by considering their adaptation with the origin and the destination of child-friendly projects. Accordingly, a series of questions was set out to illustrate the theoretical challenges that may have been reflected in implementing the child-friendly project. These questions were also categorized in light of three core characteristics of Noddings’ theory of caring: 1) relational ontology; which refers to the relational nature of children life, 2) attention with concern; which refers to the moral sentiment/non-rational life of children and 3) particularism; which refers to the particularity of children’s lives. As individuals/researchers and as members of the child-friendly community we can focus on these questions to understand the challenges of the project and provide a potential for its qualitative evaluation.

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Crigger, Nancy. "Antecedents to engrossment in Noddings' theory of care." Journal of Advanced Nursing 35, no. 4 (August 27, 2001): 616–23. http://dx.doi.org/10.1046/j.1365-2648.2001.01878.x.

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Kerr, Donna H. "Educating for Intelligent Belief or Unbelief. Nel Noddings." American Journal of Education 103, no. 1 (November 1994): 115–19. http://dx.doi.org/10.1086/444093.

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Alexander, Hanan. "Caring and Agency: Noddings on happiness in education." Educational Philosophy and Theory 45, no. 5 (May 2013): 488–93. http://dx.doi.org/10.1111/j.1469-5812.2012.00852.x.

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Gallagher, Ann. "Medical and Nursing Ethics: Never the Twain?" Nursing Ethics 2, no. 2 (June 1995): 95–101. http://dx.doi.org/10.1177/096973309500200202.

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Since the publication of Carol Gilligan's In a different voice in 1982, there has been much discussion about masculine and feminine approaches to ethics. It has been suggested that an ethics of care, or a feminine ethics, is more appropriate for nursing practice, which contrasts with the 'traditional, masculine' ethics of medicine. It has been suggested that Nel Noddings' version of an 'ethics of care' (or feminine ethics) is an appropriate model for nursing ethics. The 'four principles' approach has become a popular model for medical or health care ethics. It will be suggested in this article that, whilst Noddings presents an interesting analysis of caring and the caring relationship, this has limitations. Rather than acting as an alternative to the 'four principles' approach, the latter is necessary to provide a framework to structure thinking and decision-making in health care. Further, it will be suggested that ethical separatism (that is, one ethics for nurses and one for doctors) in health care is not a progressive step for nurses or doctors. Three recommendations are made: that we promote a health care ethics that incorporates what is valuable in a 'traditional, masculine ethics', the why (four principles approach) and an 'ethics of care', the 'how' (aspects of Noddings' work and that of Urban Walker); that we encourage nurses and doctors to participate in the 'shared learning' and discussion of ethics; and that our ethical language and concerns are common to all, not split into unhelpful dichotomies.

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Haegert, Sandra. "The Ethics of Self." Nursing Ethics 11, no. 5 (September 2004): 434–43. http://dx.doi.org/10.1191/0969733004ne722oa.

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This article attempts to elucidate the ethical meaning behind the words ‘the ethics of self’ and ‘an ethical self’, particularly in the light of Noddings’ ‘ethical self’, in order to show the relevance of these terms to the practice of ethical caring. It examines the relationship that Noddings believes exists between one’s actual self and the vision one has of one’s ideal self. I attempt to draw out a meaning derived from the texts in which this concept has been captured, while at the same time juxtaposing the concept ‘ethic of care’ from my own research, together with the meaning given by philosophers Peta Bowden, Iris Murdoch and Simone Weil, who have written on the subject, albeit indirectly in some instances. A participant in a colleague’s research on care and patient satisfaction used similar expressions, and gave the impetus for this article.

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Suárez Bonilla, Juan Pablo. "CUIDAR DE SÍ: UNA TECNOLOGÍA PARA LOS NIÑOS Y NIÑAS DE COLOMBIA." Itinerario Educativo 25, no. 58 (December 12, 2011): 25. http://dx.doi.org/10.21500/01212753.1446.

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Este artículo presenta el cuidado de sí como una tecnología viable en el escenario educativo colombiano, para esto hace un recorrido por el concepto, pasando por las valoraciones de Michel Foucault, Carol Gilligan y Nell Noddings, quienes por medio de sus propuestas incluso antagónicas, despiertan el interés por dicho tema, dejando claro que es una idea que se debe revisar, revitalizar y actualizar en la formación de los niñas y las niños del país y de la ciudadanía en especial, con el fin de cambiar el absurdo maltrato físico, ataque sexual y privación de los derechos de los menores en el territorio nacional. Finalmente presenta las tecnologías del cuidado como unas prácticas de la libertad asociando la propuesta del pensador francés con las estrategias presentadas por Noddings, animando el ambiente educativo a su reconocimiento y aplicación.

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Caine, Vera, Simmee Chung, Pamela Steeves, and D. Jean Clandinin. "The necessity of a relational ethics alongside Noddings’ ethics of care in narrative inquiry." Qualitative Research 20, no. 3 (May 27, 2019): 265–76. http://dx.doi.org/10.1177/1468794119851336.

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Amidst a winter snow storm we drove slowly and carefully to our research site. Leaving much earlier than usual we wanted to be there to greet the indigenous youth who we had come to know in the process of inquiring into their ongoing identity making. We came to know them over several months in a junior high school arts club and had developed relationships with them that were marked by care. In attending to care, Noddings (1984) offered us a way to think about ethics. Yet Noddings did not explicitly turn her attention to an ethics for research, rather her focus was on an ethics of care in moral education. Drawing on our work alongside indigenous youth we show how these four components of an ethics of care shaped our narrative inquiry and show how a relational ethics builds on, and extends, an ethics of care in narrative inquiry.

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Robinson, Heather, Maha Al-Freih, and Whitney Kilgore. "Designing with care." International Journal of Information and Learning Technology 37, no. 3 (February 6, 2020): 99–108. http://dx.doi.org/10.1108/ijilt-10-2019-0098.

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PurposeThe purpose of this study was to explore how care theory and the ethics of care are explained by students in the online environment to clarify the factors that are more relevant in establishing and maintaining caring relations in online learning context.Design/methodology/approachUtilizing naturalistic inquiry, the researchers interviewed online students and coded transcripts using multiple coding methods within two phases of analysis. Noddings' framework for ethics of care was utilized to identify strategies and practices that enhance each of Noddings' elements in an online course experience.FindingsThe findings of this exploratory study provide evidence on how learners perceive being cared for and highlight specific instructor behaviors and course design elements that support the emergence and maintenance of a climate of care in an online learning environment. Indicators of all four elements of Noddings' framework were present in the interviews. Within the themes of each element, strategies and practices to enhance each element in an online course experience are further explained.Research limitations/implicationsEstablishing a climate of care, whether in traditional or online learning, leads to more inclusive learning experiences that are responsive to the needs of all learners. This study brought to light some of the factors that are more relevant in establishing and maintaining caring relations in online learning context.Originality/valueThe findings of this study add to the literature on the role of emotions in an online learning as viewed through the lens of care theory. The findings highlight some strategies and behaviors that promote a climate of care in an online environment from a learner's perspective.

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Bakalova, Marina. "Setting Whitehead’s “Usable Ideas” in a Philosophical Framework for Human and Machine Learning." Balkan Journal of Philosophy 10, no. 2 (2018): 89–94. http://dx.doi.org/10.5840/bjp201810210.

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Whitehead believed that education must give us ideas that are usable in our actual lives. This line of thought is naturally provoked by the significant abundance of inert ideas that people pile up though education. The main reason for that, I claim, is the wrong focus of traditional education. It aims at producing individuals that would deliver high results on exams and tests. I take Whitehead’s claim the education must put emphasis on usable ideas as my starting point. I give a specific interpretation of useable ideas as abilities or functions. This provides a ground for connecting Whiteheadian thought to an already existing educational platform, offered by Nel Noddings. Noddings develops a cognitive theory of education which places cognitive structures (I assume a robust analogy between structures, functions, and abilities) in the center of educational concern. At the end of the paper, I estimate some consequences from adopting the terminology of functions for connecting between human and machine learning.

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Murphy, M. Shaun. "Considering Happiness and Caring: A conversation with Nel Noddings." Teaching and Teacher Education 34 (August 2013): 184–88. http://dx.doi.org/10.1016/j.tate.2013.04.010.

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Scheel, Merry. "Nel Noddings omsorgsetik et alternativ til pligtetik og nyttemoral." Nordic Journal of Nursing Research 9, no. 4 (December 1989): 4–16. http://dx.doi.org/10.1177/010740838900900402.

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Backendorf, Jonas Muriel. "Sobre a amplitude do cuidado como virtude moral." Griot : Revista de Filosofia 20, no. 1 (February 12, 2020): 93–105. http://dx.doi.org/10.31977/grirfi.v20i1.1367.

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O presente texto discute a ética do cuidado sob a ótica da amplitude prática de seu escopo. Carol Gilligan e, principalmente, Nel Noddings, são apresentadas como defensoras da tese segundo a qual o cuidado exige uma espécie de conexão ou encontro pessoal entre as partes envolvidas, sendo, desse modo, inerentemente “pessoal” e “parcial”. A posição de Cláudia Card é apresentada como crítica dessas teses, especialmente pela lacuna de tal modelo quanto às pessoas que jamais estarão diretamente ligadas a nós, mas que nem por isso deixam de demandar nosso engajamento moral – exigem, portanto, da ética, um espaço destacado para a justiça e para os princípios impessoais. Algumas ideias de Abraham Maslow e Betty Friedan são apresentadas como meios de se avançar nesse impasse, em especial a partir da concepção das chamadas “metamotivações” ou “metanecessidades”, caracterizadas como a abertura da possibilidade, na personalidade da pessoa moral, de se sentir “conectada” (num sentido semelhante ao demandado por Noddings) com certos bens “abstratos” e distantes de si, como os englobados pelas éticas de princípios (nos termos demarcados por Card).

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Stone, Lynda. "Drawing parts together. The philosophy of education of Nel Noddings." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 15, no. 1 (January 1, 2006): 13–32. http://dx.doi.org/10.48059/uod.v15i1.811.

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Jacobs, Benjamin M. "Teaching Kids to Care about Jewish Problems: A Noddings’ Approach." Theory Into Practice 57, no. 4 (October 2, 2018): 298–306. http://dx.doi.org/10.1080/00405841.2018.1518645.

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Bergman *, Roger. "Caring for the ethical ideal: Nel Noddings on moral education." Journal of Moral Education 33, no. 2 (June 2004): 149–62. http://dx.doi.org/10.1080/0305724042000215203.

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Miller, John (Jack). "Critical Lessons: What Our Schools Should Teach- By Nel Noddings." British Journal of Educational Studies 57, no. 1 (March 2009): 91–93. http://dx.doi.org/10.1111/j.1467-8527.2009.427_2.x.

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Jeon, Seongsoo, and Han-Sook Park. "Implications of Nel Noddings' Happiness Education Theory for Korean Education." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 3 (February 1, 2021): 1341–62. http://dx.doi.org/10.22251/jlcci.2021.21.3.1341.

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Card, Claudia. "Caring and Evil." Hypatia 5, no. 1 (1990): 101–8. http://dx.doi.org/10.1111/j.1527-2001.1990.tb00393.x.

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Nel Noddings, in Caring: A Feminine Approach to Ethics and Moral Education (1984), presents and develops an ethic of care as an alternative to an ethic that treats justice as a basic concept. I argue that this care ethic is unable to give an adequate account of ethical relationships between strangers and that it is also in danger of valorizing relationships in which carers are seriously abused.

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Noddings, Nel. "Fidelity in Teaching, Teacher Education, and Research for Teaching." Harvard Educational Review 56, no. 4 (December 1, 1986): 496–511. http://dx.doi.org/10.17763/haer.56.4.34738r7783h58050.

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Viewing fidelity from the perspective of an ethic of caring, Nel Noddings explores how this virtue might be moved from the periphery to the center of educational work. She argues that such a reorientation would not undermine, but rather enhance, the quality and depth of teaching, learning, and research. She urges, further, that fidelity to persons be taken as the proper measure and guide for the implementation of educational reform.

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Kim, Min-Su, and Jeong-Ryeol Lee. "The Significance and Limitations of Noddings’ Happiness Education in Moral Education." Journal of Ethics Education Studies 49 (July 31, 2018): 1–29. http://dx.doi.org/10.18850/jees.2018.49.01.

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Libresco, Andrea S. "Noddings’ “Critical Lessons” May be Particularly Critical at the Elementary Level." Theory Into Practice 57, no. 4 (October 2, 2018): 281–88. http://dx.doi.org/10.1080/00405841.2018.1518646.

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Govier, Trudy. "Trust, Distrust, and Feminist Theory." Hypatia 7, no. 1 (1992): 16–33. http://dx.doi.org/10.1111/j.1527-2001.1992.tb00695.x.

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I explore Baier, Held, Okin, Code, Noddings, and Eisler on trust and distrust. This reveals a need for reflection on the analysis, ethics, and dynamics of trust and distrust—especially the distinction between trusting and taking for granted, the feasibility of choosing greater trust, and the possibility of moving from situations of warranted distrust to trust. It is impossible to overcome the need for trust through surveillance, recourse to contracts, or legal institutions.

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Adams, Catherine, and Ellen Rose. "Will I ever connect with the students?” Online Teaching and the Pedagogy of Care." Phenomenology & Practice 8, no. 1 (June 5, 2014): 5–16. http://dx.doi.org/10.29173/pandpr20637.

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Since Noddings (1984/2003) first made a case for acknowledging care as a core element and value in pedagogical relationships, research on care in classrooms has flourished.While research confirms the importance of a supportive environment for the success of the online student, we know little about how online instructors’ experience care—for their students and for themselves. This paper offers a phenomenological exploration of care as it is experienced in online postsecondary instructors’ interactions and relations with their students.

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Li, Yilin, and Weidong Li. "A Review of Research on Ethic of Care in Physical Education and Physical Activity Settings." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 109–17. http://dx.doi.org/10.1123/jtpe.2019-0143.

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Purpose: The authors conducted a comprehensive review of the literature on caring in physical education and physical activity settings with a goal of identifying the status, gaps, and future trends of research on ethic of care in our field. Methods and Data Analysis: The authors identified and coded 16 peer-reviewed and data-based articles with a coding template from six databases. For each of the coding categories, frequencies and percentages were calculated. Results: Physical education teachers valued the importance of being caring. The perceived caring climate or perception of caring behaviors was positively related to a number of motivational, cognitive, and emotional variables in physical education or physical activity settings. Discussion and Conclusion: Research on caring in our field is still in its infancy. Noddings argues that caring is the end in and of itself. This philosophical belief of caring as an end in and of itself needs further examination. The review of literature showed that the majority of studies had solely focused on caring as a means to an end. This is misaligned with the work of Noddings. More experimental research with a rigorous design and appropriate statistical modeling for data analysis are needed. Future research shall also examine other students’ behaviors and learning outcome variables. The teaching pedagogies and practices identified in these qualitative studies can help guide physical education teachers to enact a caring-based curriculum.

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Brewer, Courtney A., Taunya Wideman-Johnston, and Michael McCabe. "Better Together: The Role of Critical Friendship in Empowering Early Career Academics." in education 26, no. 2 (June 7, 2021): 75–91. http://dx.doi.org/10.37119/ojs2021.v26i2.490.

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Starting a career in academia is often fraught with uncertainty, turbulence, and isolation, as aspiring professors manage multiple, often contract-based roles in order to advance their curriculum vitae and secure a livelihood. In this research study, we use narrative inquiry to illuminate the role our critical friendship has played in our academic experience. Turning to the ethic of care (Noddings, 2006) as a theoretical and conceptual framework, we reveal to ourselves, and to the academic landscape, the common themes that contextualize academia for emerging scholars, including seeking employment, managing our roles as graduate students, dealing with tensions in the workplace, and managing the logistics of personal life events as they pertain to the workplace. The ethic of care was steeped into the continued development of each cyclical phase of our critical friendship (Wideman-Johnston & Brewer, 2014). Furthermore, our critical friendship provided empowerment, an overarching theme in our data, as we engaged with the joys and pains of being emerging academics through continued unguarded conversations (Baskerville & Goldblatt, 2009; Wideman-Johnston & Brewer, 2014). As our critical friendship grew more trusting and empowering, the fulfillment of “natural care” (Noddings, 2006) was realized. We share our findings to offer a new way forward, whereby authentic critical friendships provide the care necessary to empowering emerging academics. Keywords: Critical friendship; emerging academic; narrative inquiry; ethic of care; incivility; precarious academic.

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심승환. "A Study on the Authentic Relationship in Education through Confucius and Noddings." Journal of Educational Idea 29, no. 2 (May 2015): 73–99. http://dx.doi.org/10.17283/jkedi.2015.29.2.73.

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McEwan, Hunter. "Stories Lives Tell: Narrative and Dialogue in Education. Carol Witherell , Nel Noddings." American Journal of Education 100, no. 3 (May 1992): 396–99. http://dx.doi.org/10.1086/444022.

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Tobin, Rosemary Barton. "Awakening the Inner Eye: Intuition in Education. Nel Noddings , Paul J. Shore." American Journal of Education 95, no. 2 (February 1987): 386–88. http://dx.doi.org/10.1086/444310.

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Jenkins, Simon. "The deconstruction and reconstruction of sports coaching: An interview with Professor Robyn Jones." International Journal of Sports Science & Coaching 12, no. 4 (August 2017): 413–20. http://dx.doi.org/10.1177/1747954117718019.

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Robyn Jones is arguably the world’s leading researcher and scholar in the microsociology of sports coaching. Viewing coaching as a ‘complex socio-pedagogical process’ he has drawn especially from Erving Goffman’s work on stigma, interaction and impression management, in addition to educational perspectives such as Nel Noddings’ feminist ethic of care. This article and the accompanying commentaries from Robyn’s current and past doctoral students, as well as some colleagues from academia, is focused on the ontology, epistemology and methodology of research in sports coaching.

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Rose, Ellen. "Beyond Social Presence: Facelessness and the Ethics of Asynchronous Online Education." Articles 52, no. 1 (August 14, 2017): 17–32. http://dx.doi.org/10.7202/1040802ar.

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In this position paper, I argue that a focus on achieving and increasing social presence in online courses tends to derail a consideration of the ethical implications and dimensions of the essential facelessness of asynchronous education. Drawing upon the work of Emmanuel Levinas and Nel Noddings, who contended that the face is the basis of caring, ethical relations, I explore what it means for human relations, education, and society in general that learners increasingly come face-to-face with screens rather than with embodied, different others.

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Journal articles on the topic 'Noddings'

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