Care Ethics and Virtue Ethics
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In N. Noddings' Caring : a Feminine Approach to Ethics & Moral Education
Journal of Philosophy and Ethics in Health Care and Medicine, No.6, pp.98-116, August 2012 Scientific Contribution Considering the central ideas of the ethics of care in N. Noddings' Caring : A Feminine Approach to Ethics & Moral Education Kanae ONOTANI (Josai International University, E-mail:[email protected]) Abstract: The purpose of this paper is to examine N. Noddings’ central ideas regarding the ethics of care. Noddings defines the core sense of care as engrossment toward those with whom the caretaker is emotionally attached, and she encourages caregivers to act not according to moral reasoning and principles, but according to personal existential decisions. She also rejects the concept of universalizability of moral values. However, caring in itself is not necessarily morally good. To evaluate the act of caring as morally good or moderate, caregivers must have another frame of reference outside of caring. Therefore, one must employ the notion of universalizability to maintain a frame of reference with which one can then examine the value of caregiving acts. I argue that these incongruences in her theory stem from her rejection of the concept of universalizability of moral values, along with her rejection of principles and rules as the major guides to ethical behavior. Keywords:Nel Noddings, caring, engrossment, universalizability, emotion, rationality Introduction Caring, 1 N. Noddings’ representative work on her theory of care, has captivated many readers in Japan and has been reprinted numerous times. Her books and articles have been introduced in various forms. 2 Noddings’ thinking, which emphasizes subjective sentiment over objective and universal principles, has had a 98 Journal of Philosophy and Ethics in Health Care and Medicine, No.6, pp.98-116, August 2012 significant impact not only in her field (i.e., education), but also on those attempting to bring original values into the field of nursing care. -
Caring Teacher in Developing Empathy in Moral Education
The Malaysian Online Journal of Educational Science Volume 1, Issue 1 Caring Teacher in Developing Empathy in [1] Department of Foundational Education and Humanities, Moral Education Faculty of Education, University of Malaya Ilhavenil Narinasamy [1], Wan Hasmah Wan Mamat [2] Tel: 017-3866711 [email protected] [2] Department of Foundational Education and Humanities, Faculty of Education, University of Malaya [email protected] ABSTRACT In this paper, a case study of an experienced teacher is highlighted illuminating her understanding as a caring agent in the classroom, her caring ways to enhance teacher-student relationships and how she incorporated empathy as a basis of caring in her moral lessons. Methods such as non-participant observations, semi-structured interviews, teacher’s journal and document analysis were adopted in over eight months of this study. The findings highlighted teacher modelling, engaging students and pedagogical content knowledge as central themes in teacher exhibiting care to students. In displaying caring, it also accentuates the approaches the teacher embarked in developing empathy among the culturally diverse students in the classroom. Keywords: Caring, Empathy, Teacher-student relationships INTRODUCTION Do teachers educate students to excel academically or do they educate them on values? This question has put many teachers in a dilemma as in recent times, curriculum standardization, high-stakes testing and emphasis on economically demanding subjects like mathematics and science (Zhao, 2010) has sidelined values needed to balance out the material world. In this era of globalization, challenges to education are on the rise and teachers face tough situations. While it is the responsibility of teachers to cultivate global competence among students (Wang et al., 2011), it is also necessary for teachers to instill values in the students. -
I-Ii, Question 55, Article 4
Cambridge University Press 978-1-107-16578-6 — Commentary on Thomas Aquinas's Virtue Ethics J. Budziszewski Excerpt More Information i-ii, question 55, article 4 Whether Virtue Is Suitably Dei ned? TEXT PARAPHRASE [1] Whether virtue is suitably dei ned? Is the traditional dei nition of virtue i tting? “Virtue is a good quality of the mind that enables us to live in an upright way and cannot be employed badly – one which God brings about in us, with- out us.” St. Thomas respectfully begins with this widely accepted dei nition because it would be arrogant to dismiss the result of generations of inquiry without examination. The ultimate source of the view which it encapsulates is St. Augustine of Hippo, but Augustine did not use precisely this wording. His more diffuse remarks had been condensed into a formula by Peter Lombard, 2 and the formula was then further sharpened by the Lombard’s disciples. Although St. Thomas begins with the tradition, he does not rest with it – he goes on to consider whether the received dei nition is actually correct. The i rst two Objections protest calling virtue a good quality. The third protests calling it a quality of the mind . The fourth objects to the phrase that it enables us to live rightly and the i fth to the phrase that it cannot be employed badly . Finally, the sixth protests the statement that God brings it about in us, without us . Although, in the end, St. Thomas accepts the dei nition, he does not accept it quite in the sense in which some of his predecessors did. -
Espinalt's Concept of Human WILL and Character and Its
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Revistes Catalanes amb Accés Obert 6 espinaLt’s coNcePt oF humaN Will aNd chaRacteR aNd Its coNsequeNces FoR 1 moRaL educatIoN Carme Giménez-Camins & Josep Gallifa abstract: This article deals with the human will and the individual character and their relevance in the moral sphere. After introducing the conative domain, it argues for the need to have a psychological and educational model of human character. The paper presents Espinalt’s (1920-1993) concepts of will and character and their consequences for education. After having explored human will and understanding the causes for the relative lack of consideration of will by modern psychology, a definition of character is presented as a result of exercising human will. Three different dimensions of character are considered: One more connected with instincts, another with culture, and the most distinctive of individual self-engraving. The third dimension leads to different considerations of education that are briefly explained. The Espinaltian vision is contrasted with other contemporary visions of human will and character. The social and historical forces with an influence on the education of the character are also considered. Finally the paper argues for the centrality of these approaches for a moral education which is based on Aristotelian views. Keywords: Espinalt, Human Will, Moral education, Aristotle, character 1 This paper was received on January 31, 2011 and was approved on March 27, 2011 122 RamoN LLuLL JouRNaL oF aPPLIed ethIcs 2011. Issue 2 INtRoductIoN the neoclassical model of the human psyche Traditionally the human psyche has been divided into three components: Cognition, affect and conation (Hilgard, 1980; Tallon, 1997). -
Getting the Bear Off the Table: Reaching and Teaching the Postmodern Student
DOCUMENT RESUME ED 409 309 SP 037 441 AUTHOR Thomas, Stephen TITLE Getting the Bear off the Table: Reaching and Teaching the Postmodern Student. PUB DATE May 95 NOTE 38p.; Paper presented at the Klingenstein Seminar (New York, NY, May, 1995). PUB TYPE, Opinion Papers (120) Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Cultural Influences; Culture; *Educational Environment; *Hidden Curriculum; High School Students; High Schools; Individual Development; Secondary School Teachers; Social Influences; Student Attitudes; *Student Characteristics; *Student Experience; Teacher Attitudes; Teacher Education; *Teacher Student Relationship IDENTIFIERS *Postmodernism ABSTRACT The "bear" sitting in the middle of the classroom, on the seminar table, or prowling around the edges of a discussion group arises from the subtext that is created whenever teachers and students interact with a curriculum, lesson, or topic. The situation in the postmodern classroom has been destabilized by the unprecedented intrusion into the school environment of societal issues that are increasingly complex and often contradictory. Teachers are no longer voices of unquestioned authority in student lives. There is the recognition on both sides of the education equation that the teacher/student relationship has become polarized and politicized. This paper examines the two sides of the equation: learner and teacher. Each section of the paper is centered on a particular text that illustrates some of the issues pertinent to the topic. The paper begins by defining the "postmodern" student, then examines the perspectives of both these students and their teachers. It continues with a discussion of ways in which the postmodern student might be taught, and concludes with thoughts relating to teacher education, and steps towards a new vision of schools and education. -
Rosalind Hursthouse, on Virtue Ethics. Oxford: Oxford University Press, 1999
Rosalind Hursthouse, On Virtue Ethics. Oxford: Oxford University Press, 1999. Pp. x, 275. Reviewed by Gilbert Harman, Department of Philosophy, Princeton Univer- sity Virtue ethics is atype of ethicaltheory in which the notion of virtue or good character plays a central role. This splendid new book describes a “program” for the development of a particular (“Aristotelian”) form of virtue ethics. The book is intended to be used as a textbook, but should be read by anyone interested in moral philosophy. Hursthouse has been a major contributor to the development of virtue ethics and the program she describes, while making use of the many contributions of others, is very much her program, with numerous new ideas and insights. The book has three parts. The first dispels common misunderstandings and explains how virtue ethics applies to complex moral issues. The sec- ond discusses moral motivation, especially the motivation involved in doing something because it is right. The third explains how questions about the objectivity of ethics are to be approached within virtue ethics. Structure Hursthouse’s virtue ethics takes as central the conception of a human be- ing who possesses all ethical virtues of character and no vices or defects of character—”human being” rather than “person” because the relevant char- acter traits are “natural” to the species. To a first approximation, virtue ethics says that a right action is an action among those available that a perfectly virtuous human being would charac- teristically do under the circumstances. This is only a first approximation because of complications required in order accurately to describe certain moral dilemmas. -
A Comparison of Dewey, Kohlberg, and Noddings' Models of Moral Growth Mark J
University of Massachusetts Boston ScholarWorks at UMass Boston Critical and Creative Thinking Capstones Critical and Creative Thinking Program Collection 6-1998 Three Theories of Development: A Comparison of Dewey, Kohlberg, and Noddings' Models of Moral Growth Mark J. Connerty University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/cct_capstone Part of the Education Commons Recommended Citation Connerty, Mark J., "Three Theories of Development: A Comparison of Dewey, Kohlberg, and Noddings' Models of Moral Growth" (1998). Critical and Creative Thinking Capstones Collection. Paper 67. http://scholarworks.umb.edu/cct_capstone/67 This is brought to you for free and open access by the Critical and Creative Thinking Program at ScholarWorks at UMass Boston. It has been accepted for inclusion in Critical and Creative Thinking Capstones Collection by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. THREE THEORIES OF DEVELOPMENT: A COMPARISON OF DEWEY, KOHLBERG, AND NODDINGS' MODELS OF MORAL GROWTH A Synthesis Project Presented by MARK J. CONNERTY Submitted to the Office of Graduate Studies, University of Massachusetts Boston, in partial fulfillment of the requirements for the degree of MASTER OF ARTS June 1998 Critical and Creative Thinking Program ©1998 by Mark J. Conm;rty All rights reserved THREE THEORIES OF DEVELOPMENT: A COMPA.RISON OF DEWEY, KOHLBERG, AND NODDINGS' MODELS OF MORAL GROWTH A Thesis Presented by MARKJ. CONNERTY Approved as to style and content by: Delores Gallo, Assoc· te Professor Chairperson of Committee Arthur Millman, Associ;;ie Professor Member Delores Gallo, Progr, m Director Critical and Creative Thinking ABSTRACT THREE THEORIES OF DEVELOPMENT: A COMPARISON OF DEWEY ' KOHLBERG, AND NODDINGS' MODELS OF MORAL GROWTH May 1998 Mark J. -
The Pennsylvania State University the Graduate School College of The
The Pennsylvania State University The Graduate School College of the Liberal Arts EXISTENTIALIST ROOTS OF FEMINIST ETHICS A Dissertation in Philosophy by Deniz Durmus Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2015 The dissertation of Deniz Durmus was reviewed and approved* by the following: Shannon Sullivan Professor of Philosophy Women's Studies, and African American Studies, Department Head, Dissertation Advisor, Co-Chair Committee Sarah Clark Miller Associate Professor of Philosophy, Associate Director of Rock Ethics Institute, Co-Chair Committee John Christman Professor of Philosophy, Women’s Studies Robert Bernasconi Edwin Erle Sparks Professor of Philosophy, African American Studies Christine Clark Evans Professor of French and Francophone Studies, Women’s Studies Amy Allen Liberal Arts Professor of Philosophy, Head of Philosophy Department *Signatures are on file in the Graduate School. ii ABSTRACT My dissertation “Existentialist Roots of Feminist Ethics” is an account of existentialist feminist ethics written from the perspective of ambiguous nature of interconnectedness of human freedoms. It explores existentialist tenets in feminist ethics and care ethics and reclaims existentialism as a resourceful theory in addressing global ethical issues. My dissertation moves beyond the once prevalent paradigm that feminist ethics should be devoid of any traditional ethical theories and it shows that an existential phenomenological ethics can complement feminist ethics in a productive way. The first chapter, introduces and discusses an existentialist notion of freedom based on Simone de Beauvoir and Jean Paul Sartre’s writings. In order to establish that human beings are metaphysically free, I explain notions of in-itself, for-itself, transcendence, immanence, facticity, and bad faith which are the basic notions of an existentialist notion of freedom. -
Rethinking Feminist Ethics
RETHINKING FEMINIST ETHICS The question of whether there can be distinctively female ethics is one of the most important and controversial debates in current gender studies, philosophy and psychology. Rethinking Feminist Ethics: Care, Trust and Empathy marks a bold intervention in these debates by bridging the ground between women theorists disenchanted with aspects of traditional ‘male’ ethics and traditional theorists who insist upon the need for some ethical principles. Daryl Koehn provides one of the first critical overviews of a wide range of alternative female/ feminist/feminine ethics defended by influential theorists such as Carol Gilligan, Annette Baier, Nel Noddings and Diana Meyers. She shows why these ethics in their current form are not defensible and proposes a radically new alternative. In the first section, Koehn identifies the major tenets of ethics of care, trust and empathy. She provides a lucid, searching analysis of why female ethics emphasize a relational, rather than individualistic, self and why they favor a more empathic, less rule-based, approach to human interactions. At the heart of the debate over alternative ethics is the question of whether female ethics of care, trust and empathy constitute a realistic, practical alternative to the rule- based ethics of Immanuel Kant, John Stuart Mill and John Rawls. Koehn concludes that they do not. Female ethics are plagued by many of the same problems they impute to ‘male’ ethics, including a failure to respect other individuals. In particular, female ethics favor the perspective of the caregiver, trustor and empathizer over the viewpoint of those who are on the receiving end of care, trust and empathy. -
Aristotle, Kant, JS Mill and Rawls Raphael Cohen-Almagor
1 On the Philosophical Foundations of Medical Ethics: Aristotle, Kant, JS Mill and Rawls Raphael Cohen-Almagor Ethics, Medicine and Public Health (Available online 22 November 2017). Abstract This article aims to trace back some of the theoretical foundations of medical ethics that stem from the philosophies of Aristotle, Immanuel Kant, John Stuart Mill and John Rawls. The four philosophers had in mind rational and autonomous human beings who are able to decide their destiny, who pave for themselves the path for their own happiness. It is argued that their philosophies have influenced the field of medical ethics as they crafted some very important principles of the field. I discuss the concept of autonomy according to Kant and JS Mill, Kant’s concepts of dignity, benevolence and beneficence, Mill’s Harm Principle (nonmaleficence), the concept of justice according to Aristotle, Mill and Rawls, and Aristotle’s concept of responsibility. Key words: Aristotle, Immanuel Kant, John Stuart Mill, autonomy, beneficence, benevolence, dignity, justice, nonmaleficence, responsibility, John Rawls Introduction What are the philosophical foundations of medical ethics? The term ethics is derived from Greek. ἦθος: Noun meaning 'character' or 'disposition'. It is used in Aristotle to denote those aspects of one's character that, through appropriate moral training, develop into virtues. ἦθος is related to the adjective ἠθικός denoting someone or something that relates to disposition, e.g., a philosophical study on character.[1] 2 Ethics is concerned with what is good for individuals and society. It involves developing, systematizing, defending, and recommending concepts of right and wrong behaviour. The Hippocratic Oath (c. -
Nel Noddings
CURRICULUM VITAE EDUCATION B.A. Mathematics and Physical Science Montclair State College, New Jersey M.A. Mathematics 1964 Rutgers University, New Jersey Ph.D. Education (Educational Philosophy and Theory) 1973 Stanford University, California 1974 Standard Administration Credential Stanford University, California EXPERIENCE 2005 Lee Jacks Professor of Education Emerita, Stanford University 2003- Lee Jacks Professor of Education Emerita, Stanford University; Adjunct Professor of Philosophy and Education, Teachers College Columbia. 2002- Lee Jacks Professor Emerita, Stanford; also John W. Porter Chair in Urban Education, Eastern Michigan University. 2001 Lee Jacks Professor Emerita, Stanford; also A. Lindsay O’Connor Professor of American Institutions, Colgate University (Fall, 2001); Libra Professor, University of Southern Maine (Spring). 1998- Lee L. Jacks Professor of Child Education, Emerita, Stanford University and Professor of Philosophy and Education, Teachers College Columbia 1997- Lee L. Jacks Professor of Child Education, Stanford University and Professor of Philosophy and Education, Teachers College Columbia 1994- Lee L. Jacks Professor of Education, Stanford University Fall 1994 Visiting Professor, Teachers College, Columbia University 1992-1994 Lee L. Jacks Professor of Child Education and Acting Dean, School of Education, Stanford University 1990-1992 Professor and Associate Dean of Academic Affairs, School of Education, Stanford 1 University 1986- Professor of Education, Stanford University 1983-1986 Associate Professor and Director of Teacher Education (STEP), Stanford University 1979-1983 Assistant Professor of Education, Stanford University 1977-1979 Acting Assistant Professor of Education, Stanford University. Taught courses in curriculum and instruction. 1976 Private educational consulting. Clients included NIE (Curriculum Development Task Force); Policy Studies in Education, NY (workshops for elementary principals on instructional leadership); Sequoia Union H.S. -
Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic
BearWorks MSU Graduate Theses Fall 2018 Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic Colby D. Reed Missouri State University, [email protected] As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers. However, this student-scholar’s work has been judged to have academic value by the student’s thesis committee members trained in the discipline. The content and views expressed in this thesis are those of the student-scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. Follow this and additional works at: https://bearworks.missouristate.edu/theses Part of the Adult and Continuing Education Commons, Arts and Humanities Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Humane Education Commons, Language and Literacy Education Commons, and the Liberal Studies Commons Recommended Citation Reed, Colby D., "Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic" (2018). MSU Graduate Theses. 3325. https://bearworks.missouristate.edu/theses/3325 This article or document was made available through BearWorks, the institutional repository of Missouri State University. The work contained in it may be protected by copyright and require permission of the copyright holder for reuse or redistribution. For more information, please contact [email protected]. CRITICAL