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A Comparative Philosophical Study of Care Theory in Western and Korean Cultures and Their Educational Implications University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2005 A Comparative Philosophical Study of Care Theory in Western and Korean Cultures and Their Educational Implications So Young Kang University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Education Commons Recommended Citation Kang, So Young, "A Comparative Philosophical Study of Care Theory in Western and Korean Cultures and Their Educational Implications. " PhD diss., University of Tennessee, 2005. https://trace.tennessee.edu/utk_graddiss/2139 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by So Young Kang entitled "A Comparative Philosophical Study of Care Theory in Western and Korean Cultures and Their Educational Implications." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Barbara Thayer-Bacon, Major Professor We have read this dissertation and recommend its acceptance: Joy T. DeSensi, Olga M. Welch, Handel K. Wright Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by So Young Kang entitled “A Comparative Philosophical Study of Care Theory in Western and Korean Cultures and Their Educational Implications.” I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Education. Barbara Thayer-Bacon___ Major Professor We have read this dissertation and recommend its acceptance: Joy T. DeSensi________________ Olga M. Welch________________ Handel K. Wright______________ Accepted for the Council: ____Ann Mayhew Vice Chancellor and Dean of Graduate Studies (Original signatures are on file with official student records.) A COMPARATIVE PHILOSOPHICAL STUDY OF CARE THEORY IN WESTERN AND KOREAN CULTURES AND THEIR EDUCATIONAL IMPLICATIONS A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville So Young Kang August 2005 Copyright © 2005 by So Young Kang All rights reserved. ii Dedication This dissertation is dedicated to my parents Dae Woo Kang and Myung Soon Park, great role models and friends, my husband Phil Soo Yum, my brother Ik Chan Kang, and my son Alexander Jihoon Yum, and the rest of the family, for always believing in me, inspiring me, and encouraging me to reach higher in order to achieve my goals. Without their love and support, none of this would have been possible. iii Acknowledgments I wish to thank all those who helped me complete my Doctoral of Philosophy degree in Cultural Studies in Education. I would like to thank all the professors I learned so much from, at the University of Tennessee Knoxville. I would like to thank Dr. Barbara Thayer-Bacon for her guidance and effort in making me familiar with philosophical arguments. She has been a caring chair, a mentor, and a friend. I would like to thank Dr. Handel Wright for sharing his ideas and valuable guidance through the research process. I would also like to thank Dr. Joy DeSensi, and Dr. Olga Welch for being supportive and serving on my committee. Lastly, I would like to thank my loving and caring family and friends, whose suggestions and encouragement made this work possible. Without the ones who cared for me and have been supportive of my work, I would have never completed this dissertation. My thanks and love to them are immeasurable. iv Abstract Care theory plays an essential role in school settings in relation with epistemology due to the intimate relationship between how caring the teacher is and the knowledge that students gain. However, caring has been devalued by many philosophers in the past for its feminine quality. One of the aims of this dissertation is to try to theorize caring and bring out the importance of valuing people’s various identities in developing caring relationships. In this philosophical dissertation, care theory is analyzed, compared, and evaluated from White and Black feminist perspectives, and Korean perspectives. The types of philosophical methods that the researcher uses for the analysis are analytical, pragmatic, and phenomenological. The perspectives of marginalized/minority groups are included in order to have a fuller understanding of caring and its educational implications. It is time for the one-caring to see care theory as multicultural care theory and apply caring to the one cared-for more accordingly by considering their different identities. It is important to realize that there is not a universal caring but it all depends on each individual and their unique situations. At the same time, this does not mean that general claims about what counts as good caring cannot be made, or that people from another culture cannot understand each other’s caring views and practices. People can understand caring in another culture and with the help from the outsiders and vice versa, we can help each other to enlarge our thinking and play the role of the one-caring more effectively. v Table of Contents 1.0 Introduction………………………………………………………….. Page 1 1.1 Overview…………………………………………………………………….. Page 1 1.2 Objectives and Theoretical Framework …………………………………. Page 11 1.3 Conclusion………………………………………………………………….. Page 25 2.0 Common Sense Caring…………………………………………….. Page 27 2.1 Introduction…………………………………………………………………. Page 27 2.2 Common Sense Conceptions of Caring…………………………………. Page 27 2.3 Care and Gender…………………………………………………………... Page 30 2.4 Caring in the Helping Professions: Counseling…………………………. Page 32 2.5 Empathy and Caring……………………………………………………….. Page 35 2.6 Communication: Verbal and Nonverbal………………………………….. Page 40 2.7 Multicultural Understanding……………………………………………….. Page 43 2.8 Social Care, Nursing Care, Cultural Care, and Classroom Care……… Page 47 2.9 Self-Care…………………………………………………………………….. Page 50 2.10 Conclusion………………………………………………………………….. Page 53 3.0 White Feminist Care Theory……………………………………….. Page 55 3.1 Introduction………………………………………………………………….. Page 55 3.2 Carol Gilligan………………………………………………………………… Page 56 3.3 Nel Noddings………………………………………………………………… Page 62 3.4 Sara Ruddick………………………………………………………………… Page 67 3.5 Barbara Thayer-Bacon…………………………………………………….. Page 75 3.6 Alison Jaggar………………………………………………………………… Page 78 3.7 Joan Tronto………………………………………………………………….. Page 82 3.8 Barbara Applebaum and Barbara Houston………………………………. Page 87 3.9 Conclusion……………………………………………………..................... Page 96 4.0 African-American Care Theory and Korean Care Theory……….Page 102 4.1 Introduction………………………………………………………………….. Page 102 4.2 Black Feminist Perspective………………………………………………… Page 102 4.2a Patricia Collins…………………………………………………….. Page 103 4.2b bell hooks………………………………………………………….. Page 115 4.2c Audrey Thompson………………………………………………… Page 124 4.3 Korean Perspective……………………………………………………….. Page 131 4.3a Byung Choon Park……………………………………………….. Page 131 4.3b Yong Sung Choi……………………………………………………Page 139 4.3c Dong Yeun Won……………………………………………………Page 146 4.4 Analysis on Korean Caring…………………………………………………. Page 154 4.4a Confucianism……………………………………………………… Page 155 4.4b Hierarchy……………………………………………………………Page 160 4.4c Korean Parents’ naeri-sarang................................................... Page 163 4.4d House Person and Outside Person…………………………….. Page 167 4.4e Communication Skills…………………………………………….. Page 172 4.4f Language................................................................................. Page 175 4.5 Conclusion…………………………………………………………………… Page 179 vi 5.0 Analysis and Comparison………………………………………….. Page 180 5.1 Overall Analysis of White, Black, and Korean Care Theory……………. Page 180 5.2 Different Parenting and Caring…………………………………………….. Page 187 5.3 Care and Love........................................................................................ Page 195 5.4 Method-Centered, Difference-Centered, and Role-Centered Care Theory………………………………………………………………………… Page 198 5.5 Multicultural Care Theory……………………………………………………Page 202 5.6 Conclusion…………………………………………………………………… Page 212 6.0 Educational Implications……………………………………………. Page 213 6.1 Introduction………………………………………………………………….. Page 213 6.2 Care Theory in Relation with Epistemology……………………………… Page 213 6.3 Korean Teachers with Korean Students…………………………………. Page 216 6.3a Korean Education Today………………………………………… Page 216 6.3b Roles of Teachers and Students, and Recommendations…... Page 218 6.4 American Teachers with Korean Students in America…………………. Page 230 6.4a America, the Salad Bowl Country………………………………. Page 230 6.4b Roles of Teachers and Students, and Recommendations…... Page 231 6.5 Self-Care for Teachers……………………………………………………... Page 240 6.6 Conclusion…………………………………………………………………… Page 241 References……………………………………………………………….. Page 245 Vita………………………………………………………………………… Page 255 vii 1.0 Introduction 1.1 Overview This dissertation is a philosophical and theoretical
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