Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000004516955 | LC268 N56 2002 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
In this collection of essential essays, Nel Noddings examines alternatives to prevailing models of character education--a sympathetic approach based on an ethic of care. Covering both stories in the classroom and controversial issues in education, Noddings describes the similarities and differences between character education and care ethics...examines how moral education might be infused throughout the curriculum...and calls for greater cooperation across fields and more attention to the practical problems of everyday teaching.
Author Notes
Nel Noddings is Lee L. Jacks Professor of Child Education Emerita, Stanford University and Professor of Philosophy and Education at Teachers College, Columbia University.
Reviews 1
Choice Review
Noddings (emer., Stanford Univ.) discusses a model of moral education based on an ethic of care. She focuses on four components of the care perspective, giving their underlying philosophical bases. "Modeling" shows what it means to care. "Dialogue," the most fundamental component, occurs when the carer attends to or "is engrossed in the cared-for, and the cared-for must receive the carer's efforts at caring." "Practice" occurs when schools encourage students to gain competency in caring. Carers demonstrate "confirmation" by bringing out the best in people. While the title suggests that the caring orientation replaces other forms of moral education, the tone reveals a willingness to engage in meaningful dialogue with proponents of other forms of moral education. Noddings readily acknowledges commonalities with and agreement between the caring perspective and those of other educators and philosophers, as when she suggests that feminists might agree with Nietzsche's critique of the Christian church. Never claiming that caring is uniquely female, her hope is that schools can teach both sexes to care. Her suggestions for carrying this out include using conversation to produce competent thinking that will lead to relations of care and trust. The accounts of actual use of these techniques present the reader with options to explore. Upper-division undergraduates and above. P. M. Socoski City College
Table of Contents
| Acknowledgments | p. xi |
| Introduction | p. xiii |
| 1 Care Ethics and Character Education | p. 1 |
| Part I Moral Education from the Care Perspective | |
| 2 Care and Moral Education | p. 13 |
| 3 Learning to Care and to Be Cared For | p. 25 |
| 4 Care and Critical Thinking | p. 39 |
| 5 The Care Tradition: Past, Present, Future | p. 51 |
| Part II Philosophical and Historical Issues | |
| 6 Character Education and Community | p. 61 |
| 7 Thoughts on Dewey's "Ethical Principles Underlying Education" | p. 73 |
| 8 Two Concepts of Caring | p. 85 |
| Part III Curriculum and Moral Education | |
| 9 A Morally Defensible Mission for Schools in the 21st Century | p. 93 |
| 10 Educating Moral People | p. 102 |
| 11 Conversation as Moral Education | p. 118 |
| 12 Stories and Conversation in Schools | p. 131 |
| 13 Looking Back, Looking Ahead | p. 148 |
| References | p. 155 |
| Index | p. 165 |
| About the Author | p. 171 |
