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The Challenge to Care in Schools: An Alternative Approach to Education
... reject the call to move toward ethical caring. Applying this to the previous example, the coach experiences a sense of obligation to care for the athlete who feels isolated because it is the right thing to do informed by an empathic response as well as a memory of what it felt like to be part of a team based on previous natural caring experiences . Noddings (1992. Noddings ( , 2003a also contended that the one-caring can further develop ethical caring in others by modeling caring, engaging in dialogue to develop mutual understanding and care, providing opportunities to practice care, and confirming an individual action may have a better motive, thus seeing the best in another. Therefore, while t ...
... The caring climate within the sport realm integrates the work of Noddings (1992Noddings ( , 2003a and Battistich (2008aBattistich ( , 2008b. It is a climate where the coach is 'in relation' with each athlete and engages in actions unique to each athlete supporting their growth as a moral, competent, and healthy person. ...
... How the caring climate is implemented is likely to be unique to each coach, and based on the individual and collective relationships with athletes on the team. As Noddings (1992) stated, "Caring is a way of being in relation, not a set of specific behaviors" (p. 17). ...
... While the student affairs field no longer practices in loco parentis, Noddings (1992) brings a basic tenet back in the ethics of care. Nel Noddings, a feminist scholar, is well-known for her contributions to the philosophy of education. ...
... • Commitment to the well-being of the one(s) cared for, the one caring, and the relationship, and • Confirmation of the best possible motives of the one(s) cared for (Noddings, 1992). ...
... ethics of care(Noddings, 1992). With careful attention to methodological soundness, this study has the potential to profoundly advance the understanding of how higher education student affairs professionals navigate workplace transitions. ...
This qualitative study explores the experiences of mid-level higher education professionals navigating workplace changes post-Coronavirus-19 Pandemic and during the subsequent Great Resignation. The study, framed by the theory of ambiguous loss to interpret the impacts of unresolved losses, underscores the importance of equipping higher education to adapt to ongoing transitions. To capture these nuanced dynamics, data were collected through individual interviews and participant photography using photo-narrative methodology. Eight participants, all mid-level student affairs professionals employed at a public research university in the Rocky Mountain region of the United States, completed a total of 15 interviews and submitted 53 photos for the study.
The data were analyzed using narrative, thematic, and symbolic methods. Findings revealed four key themes: compensation challenges, the dynamics of coworker relationships, the need for flexibility in role management, and the impact of the office environment on well-being. These themes highlight the complexity of workplace transitions, marked by both challenges and opportunities for growth. The photo-narrative approach effectively captured these experiences, offering rich insights into the participants' professional journeys. The study highlights the resilience of higher education professionals and suggests the necessity of supportive policies and practices that acknowledge their unique workplace experiences.
... With this context in mind, a corresponding question arises: What values should guide educators in how learning outcomes in curriculum documents are written and interpreted? This research explores how notions of care (Noddings, 2005b), compassion (Peterson, 2016), and subject area competence (Noddings, 2002a) are well situated to be driving forces in the design of curriculum and, ultimately, offer an answer to the question of what should be valued in education. In this way, I also offer a possible response to my initial query regarding why we are teaching what we are teaching. ...
... Instead of this banking model approach to education (Freire, 2000), Noddings (2005b) suggested that the aim of education should be to "produce caring, competent, loving, and loveable" (p. 173) young adults and that this goal should guide how educators design the written curriculum. ...
... For example, Noddings (2005b) discussed the importance of dialogue in teaching students to care not only for those they are in close relationship with (intimate others) but also distanced individuals and communities (what Noddings (2013) ...
Enacting a care-based education in the context of the International Baccalaureate Diploma Programme.
... Within such narrowed educational parameters, administrators are challenged and often unable to accommodate the needs of the various, and increasingly diverse groups of individuals their schools serve. Schools are consequently unable to provide a sense of community (Noddings, 1992;Strike, 2002). ...
... The reasons are two-fold. Through establishing trust, loyalty, caring, and a sense of belonging and identity (Beck, 1999;Strike, 1999), student engagement is promoted, and it may be possible to combat the feelings of isolation characteristic of many school environments (Achinstein, 2002;Merz & Furman, 1997;Noddings, 1992;Sergiovanni, 1994). Secondly, the cultivation of community locally lays the groundwork for creating a more broadly conceived community that extends beyond the school. ...
... Conversely, establishing public schools as all-inclusive global communities, or familylike communities (Noddings, 1992;Merz & Furman, 1997), presents a substantial challenge (Furman, 1998). The values advocated by Furman (1998) in communities characterised by diversity are liberal inclusivity (Strike, 1999;, an ethic of caring (Noddings, 1992), and an acceptance of difference with respect, justice and appreciation, and an ethic of peaceful cooperation within difference. ...
This article considers the feasibility of administrators and teachers creating a sense of community in schools situated within culturally diverse societies. Current educational notions of community are usually depicted as mutually exclusive and, individually considered, are either not attainable or inappropriate for public schools. A review of psychological and educational theory and research supports the notion that several types of community, as characterised in the educational models, not only co-exist, but in fact, become co-dependent.
... The instructors acted as mentors and equals. Noddings (1992) defined what it means to care. She asserts that true caring involves an exchange between people. ...
... She asserts that true caring involves an exchange between people. In a classroom, caring is evident in professors and students valuing one another's life experiences (Noddings, 1992). ...
... In a classroom, caring is evident in professors and students valuing one another's life experiences (Noddings, 1992). ...
Studio art education is lauded as a vehicle to establish critical and creative thought in higher education, yet there is no one method of assessment that can establish its effectiveness. Therefore, it is essential that studio art educators in higher education understand how students perceive their studio art assessment. The critique is widely considered the signature method of assessment in studio art; it involves analyzing, describing, and interpreting a student’s artwork through oral or written dialogue.
This study will endeavor to determine the effectiveness of the studio critique through the perceptions of studio art students in higher education (Marzoni, 1993). This study will analyze the perceptions of the critique method of assessment of juniors and seniors in undergraduate art programs. Studio art students have expressed dissatisfaction with the critique method and often find it unhelpful to their development as artists (Barrett, 2019). While the critique has its strengths as an assessment tool, it lacks structure and varies significantly depending on the students’ professors and peers. Students’ perceptions of their studio art assessment directly impact whether they choose to continue a studio art education. The Five Pedagogical Ideals (Ideals) and Hattie and Timperley’s (2017) view of the most or lease effective types of feedback will be used in this study to examine students ‘perceptions of the critique method of assessment and whether they are effective in improving student learning (Mckenna, 2014). According to Dr. Mckenna (2014), these ideals form a framework that refers to how students are taught rather than what they are taught. This study will use qualitative methodology employing an open-ended survey to gain data concerning the perceptions undergraduate studio art majors have of their assessment by the critique method. The responses will provide a better understanding of the studio critique’s effectiveness on student learning.
... Our analysis is foregrounded in Noddings' work on the 'ethic of care. ' Noddings (2005) advances a vision of education which argues that academic learning, while important, "cannot be the first priority of schools" (p. 10). ...
... Rather, her work emphasises the need for schools to be responsive to social circumstances (2005), with caring characterised as a "moral orientation to teaching" (1988, p. 215). Within such an orientation, a 'caring relation' exists between the 'one-caring' and the 'cared-for' (Noddings, 2005(Noddings, , 2013)between teacher and child. Caring encounters between teachers and children are described to comprise three characteristics. ...
... Caring encounters between teachers and children are described to comprise three characteristics. First, Noddings (2005) argues that it is necessary for teachers to attend to the expressed, and not assumed, needs of children. Termed as 'engrossment, ' Noddings (2005) suggests that this attentiveness enables teachers to meaningfully see and feel the needs of children. ...
All schools possess a duty of care towards their students. However, this duty of care falls unevenly across schools, with those serving low-income communities often responding to the material and psychological effects of poverty as a priority. This duty of care for such schools was placed into stark relief during the period of COVID-19 school closures, when structural inequalities in society became particularly pronounced. Previous research has drawn distinctions between different forms of caring enacted in schools serving low-income communities. These range from practices centred on children’s academic learning to those more concerned with children’s welfare and well-being—which, for the purposes of this paper, we term as academic nurturing and affective nurturing respectively. Others recognise the need for schools in low-income communities to perform a dual role and engage in both forms of nurturing simultaneously—which we term as critical nurturing. This paper presents findings based on case studies from three designated disadvantaged primary schools in Ireland during pandemic-related closures. It draws on interviews from the Children’s School Lives longitudinal study with the teachers, principals, and families of four Junior Infant children (typically aged four to five years). Our findings suggest a typology of nurturing pedagogies, with academic and affective nurturing emphasised to varying degrees across our three schools during this period. Narratives from interviewees also demonstrate the central role of school culture and leadership in achieving critical nurturing, with significant social justice implications for the education of children in schools serving low-income communities.
... Findings from this study address and remarkably mirror, the components of an ethical school culture described by Starratt. Gilligan (1982) and Noddings (1992) were additional early advocates for an ethic of care to be applied in schools. These authors and others prioritized the ethic of care wherein "students are at the center of the educational process and need to be nurtured and encouraged, a concept that likely goes against the grain of those attempting to make 'achievement' the top priority" (Shapiro & Stekovich, 2022, p. 17). ...
... Perhaps the most poignant aspect of this theme is the fact that the compassionate MCAA stakeholders are taking significant action to build a school and a school culture where all children, queer or not, are supported, valued, and cared for. Noddings (1992) wrote, "Caring is the very bedrock of all successful education and…contemporary schooling can be revitalized in its light" (p. 27). ...
Schools and school leaders are well-positioned to create school cultures that are supportive of all students, including students who identify as LGBTQ and those who are perceived as other due to status of race, class, or ability. The purpose of this phenomenological case study was to explore how faculty and staff at the Magic City Acceptance Academy (MCAA) promote an ethical and caring school culture. To guide our thinking and interpretation of research findings, our team relied on two conceptual frameworks, including queer theory and the ethical educational leadership framework ethic of care. Based on inductive coding of focus group data with MCAA faculty, staff, and administrators, four overall themes emerged: (a) Considering the whole student, (b) Being authentic, (c) Providing a brave and affirming environment, and (d) Flying the plane while building it. After studying the data and forming our findings from this research, our team is convinced that MCAA is truly an ethical and mission-driven enterprise, deeply committed on many levels to challenging societal norms by creating and nurturing a school culture that bravely and uniquely seeks to address the social, emotional, and academic needs of LGBTQ students and their allies. In doing so, MCAA provides an ethical, caring, and courageous school culture for some of our most vulnerable youth, one that disrupts societal norms and challenges the typical social structure of public schools.
... The seventh contribution is to place a greater emphasis on the fostering of strong relationships (Jones, 2021;Kaufmann et al., 2019). This might involve greater engagement with the literature on the ethic of care (Noddings, 1992(Noddings, , 2002. This approach is committed to enhancing students' motivations and capacities to care for both other people and the environment (Fien, 1997(Fien, , 2003Martin, 2007;Quigley & Lyons, 2017). ...
... It might consist of more opportunities for social interaction at school, a greater emphasis on play-based learning, and a willingness to engage in shared projects with local volunteer and community groups, such as the local historical society, fire brigade, or community garden group. It could also involve a stronger emphasis on moral and character education, with an emphasis on developing positive character traits like honesty, patience, gratitude, and humility (Noddings, 1992(Noddings, , 2002Nucci et al., 2014). ...
This paper explores the possible consequences for education of a transition to a post-growth society. Utilising a post-qualitative approach to inquiry, this study begins by analysing post-growth economic literature. It then connects this literature to existing educational scholarship to explore the consequences for education of a transition to a post-growth society. The analysis reveals key features and arrangements proposed in the literature for a post-growth society. It discusses the ways in which education can prepare young people for a future beyond economic growth and speculates as to how education can contribute towards the realisation of this type of society. The paper concludes that education can help prepare students for a post-growth future by focusing on the development of ecological literacy, embracing a place-based approach to education, helping students to comprehend the need for social and economic change, introducing them to a plurality of ideas about how the future might look, developing their capacity to think critically about their future, enhancing their sense of personal autonomy and capacity for self-determination, and supporting their capacity to form strong social relationships.
... A mentor can provide students with clarity and exposure to opportunities, supporting them in the process of goal setting and planning. Through mentors caring for students, believing in them, and placing sensitive and customised high expectations (specific to each student's contextual circumstances) on them, students may internalise these positive supportive messages coming from credible sources, realising their potential and the innate strengths which they already possess (Noddings, 2005). Thus, facilitators placing high expectations with the underlying mechanism of caring for and believing in students' capabilities. ...
... Unfortunately, students involved in TACKLE voiced discontent with current school practices and the perceived absence of caring relationships with their teachers. They attributed the lack of care to an educational culture focused predominantly on academic attainment, testing, league tables, and accountability, which has been previously associated with low continuity of care in school settings (Noddings, 2005). Within such constraints, the current findings reinforce the critical need to develop strategies to demonstrate care when working with disengaged students. ...
... As specified in relevant literature (e.g., Johnston, 2003;Noddings, 1984Noddings, , 1992Noddings, , 2002Noddings, , 2005Noddings, , 2008Noddings, , 2010, classroom interactions and relationships among class members (both between teacher and students or among students themselves) carry moral weight. In ELT classrooms, as explained by Jackson et al. (1993), interaction is profoundly moral in nature and students and teachers often navigate complex and ambiguous moral contexts that requires them to negotiate multiple meanings. ...
In Iran’s higher education English language teaching (ELT) context, we explored the moral nuances embedded in two conversation courses offered to undergraduate students majoring in English Literature at one of the branches of the Islamic Azad University (IAU) in Tehran. We collected data through classroom observations, field notes, and semi-structured individual and focus group interviews. Our content analysis revealed a range of moral values embedded in significant incidents, which we categorized into five themes: (a) relations, (b) rules and regulations, (c) assessment, (d) curricular substructure, and (I) culture. These themes were further subcategorized into more specific concepts that emerged from our data. We selectively focused on two subthemes, Class Initiation and Turn Taking, as well as the main theme of Assessment, as these were the most morally loaded, with a higher frequency of moral values extracted from related class episodes compared to other categories. This selection allowed for a deeper exploration of the complexities and nuances within these themes, providing further support on the role of ELT teachers as moral exemplars for their students.
... Central to Noddings' (2002) Ethics of Care is the significance of teacher empathy in fostering positive student-teacher relationships. This approach is further emphasized through modeling and dialogue (Noddings, 2010), facilitating relational growth (Noddings, 2005). Additionally, theoretical foundations in Moral Education advocate for integrating caring elements into instructional methods, a viewpoint supported by Narinasamy and Mamat (2018). ...
This study delves into the integration of Prophet Muhammad's (PBUH) pedagogy into contemporary Initial Teacher Education (ITE) programs, with a focus on fostering empathy and inclusivity among educators. Through a systematic literature review, this research extracts timeless pedagogical strategies from his teachings, illustrating their alignment with modern educational methodologies. The findings underscore the significance of empathy, adaptability, and cultural competence in effective teaching, advocating for the integration of his holistic approach into ITE curriculum and professional development initiatives. Drawing inspiration from contemporary educational research, this paper urges educators to embrace Prophet Muhammad's pedagogical legacy, aiming to enhance inclusive and effective learning environments within ITE and broader educational practices.
... Furthermore, the study is in line with the wider educational discussion on comprehensive student growth. Academics such as Noddings (2005) stress the need of not only focusing on students' academic accomplishments, but also on their moral and personal growth. The research seeks to illuminate the non-academic dimensions of students' life by emphasising their personal values. ...
... Using the latter, several studies emphasize the positive impact of teacher TPACK on student-teacher relationships and ultimately on performance and satisfaction (Rahimi & Pourshahbaz, 2019;Shih & Chuang, 2013;Tunjera & Chigona, 2020; Beyond the moral aspects of care, Noddings (2012) justifies the centrality of caring teaching with reference to Dewey's notion of the lateral aspects of educational experience. In this context, the teacher's role is not to inculcate the subject matter, or the hard skills, but to address the development of skills needed for life and which are necessary for the new spirit of cooperation and collaboration characteristic of the 21st century (Noddings, 2005). ...
Teaching with technology is the pillar of online Higher Education pedagogy. However, it remains unclear if and how online teaching practices influence the development of students’ soft skills and the role of caring teaching in this process. To address this gap, this study examined the relationship between the domains of the Technological Pedagogical and Content Knowledge (TPACK) model, care, and soft skills in a sample of 307 English as a Foreign Language (EFL) students in three Moroccan HE institutions. Factor-based Partial Least Squares Structural Equation Modelling revealed a significant predictive relationship between TPACK and care and between care and soft skills. The results showed that care fully mediates the relationship between TPACK and soft skills domains. These findings suggest that TPACK and care are important factors in developing students’ soft skills in online Higher Education. The study further highlights the importance of a student-centered, active, and affective approach to teaching that aims to develop the student’s skills and character as a member of a carer/cared-for relationship. The implications for the design of educational programs and policies are discussed, focusing on the need to incorporate activities promoting soft skills development in subject-matter courses and integrating TPACK and care in teacher education programs. This study provides new insights into the complex relationships between TPACK, care, and soft skills in Higher Education, which could inform future research and practice.
... First, the participants' beliefs that students developed collaborative skills, professional skills, and growth and maturity supports Ohn and Wade's (2009) findings that service learning classes promote skills of listening, communication, and compromise. Second, the cross-generational collaboration prompted by the WTP contrasts with the sometimesadversarial relationship between teachers and students in schools (Holt, 1972;Noddings, 1992;Rogers & Freiberg, 1994), which is antithetical to a democratic conception of education (Dewey, 1916(Dewey, /1944. Third as a service learning curriculum, the WTP was designed to cultivate and honor youth voice and this study suggests that providing students with the opportunity to express their perceptions in collaborative efforts with adults can be among the most important benefits of the experience (see Battistoni, 1997). ...
... By connecting with peers and sharing their experiences, individuals can build camaraderie, create a supportive environment, and engage in meaningful conversations that promote understanding and empathy. This sense of shared experience can strengthen relationships and provide a sense of solidarity during challenging times (Noddings, 2005). ...
... In the contexts where teachers prioritize pedagogical caring, it is more likely for students to develop positive selfperceptions, build a stronger sense of belonging, feel engaged, and become academically successful. According to the researchers, if teachers are familiar with student interests and traits, become a good role model, be attentive to student concerns and needs, promote mutual understanding, and openly show their care, this will facilitate student engagement and learning (Noddings, 1992;Skinner and Pitzer, 2012;Fredericks, 2014). ...
Facilitating student engagement at all levels of higher education is critical, but since transition-year experiences pave the way for further engagement, it requires more attention. Considering its significance and impact on students’ life–changing decisions and attitudes, this study was designed with a major focus on the personal and social facilitators of engagement. It was conducted with 165 university students, who were both language learners and the transition- year students. In line with a theoretical model, how well personal facilitators would predict the performance of transition-year students and what expectations these students held concerning social facilitators were questioned. The former investigation required the correlational method, whereas the descriptive survey method was preferred for the latter one. The results of analyses indicated that the theory partly validated the significance of personal facilitators, whereas it provided evidence for the facilitative role of social facilitators for transitional year student engagement. Therefore, it was concluded that the more responsive the schools and teachers are to student needs, the more likely students feel engaged.
... Ethics of care differ from deontology and consequentialism which require the moral person to be unemotional, so that moral decision making is rational, logical, with a focus on universal, objective rules. In 2005, Noddings [86] formulated a theory of ethics that is relational. A caring relation occurs when one takes responsibility and attends to the needs of others. ...
Anthropogenic climate change is impacting human survival through its impact upon water quality and availability. An urgent ethical imperative is thus raised for education policy makers and schools, particularly in the Australian and Asia Pacific regions, to adopt a curriculum to help students mitigate and adapt to the dire consequences caused by a warming planet. Through a blue transdisciplinary school curriculum, students will better understand and respond to the broader aspects of what is referred to as the hydrosocial cycle. A school move towards a blue curriculum requires educational policy to mandate an emphasis on the climate change effects upon the water cycle. An effective shift to a blue curriculum also requires that teachers’ ethical perspectives and sensitivities are sharpened through their tertiary education courses. This is needed so they develop confidence and pedagogy for teaching anthropogenic climate change generally, something still missing from Australian and other classrooms around the world, and, more specifically, for teaching the hydrosocial cycle. The Four Component Model of Ethical Decision Making is offered as a useful framework to guide teachers in examining their values and motivations when teaching potentially confronting topics such as the impacts of climate change upon the hydrosocial cycle.
... In the US discourse schools were historically viewed as rational institutions with a clear outcome and accountability focus. Only in the 1980-1990′s was the notion of a more caring culture in schools proposed [17,18], which assumes that collaboration, relationships, and mutual support might be more important for student learning than the strict regulations of the bureaucratic national testing schemes [1]. ...
This study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers’ perceived success of the current process of implementing the “Media and Information Literacy” curriculum. We found that the school culture type Clan is the most dominant across the schools and found a negative connection between the school culture type Hierarchy and teachers’ perceived reform success. An exploratory cluster analysis was used to identify further profiles of school culture that were not based on the dominant culture but were determined based on the distribution of mean values. Two other profiles were identified in a further procedure: Collegial Associates and Competitive Organisations. These results thus fill a gap in the previous research on school culture that had particularly set out to identify the dominant school culture. Based on the results, we cannot only confirm the validity of the Organisational Culture Assessment Instrument for Swiss schools but also give indications as to which characteristics of school culture types are hindering the perceived success of curriculum reforms from the teachers’ points of view.
... It is in response to this work that we begin to see the more explicit connections drawn to philosophical and political theoretical traditions. Early work by Nel Noddings (2005) and Virginia Held (1984) extended Gilligan's "care ethics," more explicitly contrasting this needs-centered and relational ethic with the ethic of justice embodied in the dominant models of the western social contract traditions, a model favoring autonomy, independence, and impartiality as normative ideals. Much feminist work on care ethics highlighted the limits of justice frameworks for addressing material needs and for fostering an egalitarian and participatory political life. ...
... In support, Ellemers et al. (2019) express that morality indicates a 'right and wrong' manner of doing some act, for example, one should be truthful 1 and not unfair to others. Noddings (1992) acknowledges that morality plays a vital role in molding the character of a person. Solid convictions, high esteem, altruism, and pro-social conduct decide the societal position of a person. ...
This paper presents qualitative findings regarding the curriculum and teachers' influence on students' development. Using Explanatory research design 170 respondents expressed that a robust curriculum should include interactive and engaging activities. Teachers serve as role models, impacting students' personality and academic progress. Effective curriculum design should focus on intentional skill-building activities. Teachers' ability to incorporate ethics into their teaching is crucial, but it can be challenging for untrained teachers. Instilling moral values in children requires motivation, patience, beliefs, and effective teaching methods. Teacher motivation is vital as it guides their teaching behavior. Teachers play a significant role in student's education, with students showing a positive attitude when teachers exhibit inspiring and exemplary behavior.
... Ataerkil ve baskın adalet etiğine karşı çıkan feminist teorisyenler tarafından geliştirilmiştir (Beck, 1994;Gilligan, 1982;Noddings, 1984Noddings, , 1992Noddings, , 2003. Bu etik çerçeve, adalet etiğinden ortaya çıkmış ancak odağı hak ve hukuktan şefkat ve empatiye kaydırmıştır. ...
Çalışmanın amacı, üniversite yöneticilerinin etik karar verme süreçlerini incelemektir. Bu çalışmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Veriler Ankara şehrindeki üç ayrı üniversitedeki toplam 10 üniversite yöneticisinden yarı yapılandırılmış görüşme yöntemiyle elde edilmiştir. Bu çalışmada amaçlı örnekleme yöntemlerinden tipik durum örnekleme yöntemi kullanılmıştır. Üniversite yöneticileri karar verme süreçlerindeki etik ikilemlerin çözümünde sırasıyla adalet etiği, meslek etiği, ilgi etiği ve eleştiri etiği çerçevesini kullanmaktadır. Üniversite yöneticilerinin karar verme süreçlerinde etik ikileme neden olan kurumsal faktörler arasında üst yönetim baskısı, kurumsal kültür, kayırmacılık, zaman ve bilgi eksikliği ve yasal eksiklik yer alırken bireysel faktörlerin ise yöneticilerin kişiliği, deneyimi ve iletişim becerileri olduğu görülmektedir. Üniversite yöneticilerinin karar verme süreçlerindeki etik ikilemlerin çözümü için yönetime ilişkin izlenmesi gereken yollar arasında kayırmacılığın yerine liyakatin işletilmesi, yasal ve etik çerçevenin çizilmesi, hesap verebilirliğin sağlanması, üniversite özerkliğinin arttırılması ve daha çok araştırma yapılmasının gerekliliği öne çıkmaktadır. Yöneticilere ilişkin yapılması gerekenler ise etik farkındalığın geliştirilmesi, etik karar verme eğitiminin verilmesi ve paydaşların kararlara katılımının sağlanmasıdır. Üniversite yöneticilerinin etik karar verme süreçlerini ortaya çıkarma çabasındaki bu çalışmanın, etik karar verme ile ilgili tartışmanın başlamasına ve bu konuda daha çok araştırma yapılmasına yardımcı olması beklenmektedir.
... A pedagogical approach grounded in love and support can offer a counter-narrative to the educational challenges many students face, fostering a sense of community and belonging which is crucial in alleviating these pressures (Noddings, 2015). Hooks (2003Hooks ( , 2018 and Rendón (2014) and others have explored such a culture of love and empathy in education, arguing that such a transformation can significantly improve student engagement. 2 In this essay, I explore love as a transformative force in higher education, and delve into how it 2 This approach is further supported by scholars of public education such as Camangian (2013), Duncan-Andrade and Morrell (2008), and Ginwright (2016). ...
This reflective essay explores the role of love in higher education through the lens of personal experiences, including confronting situations of tragedy and hopelessness as an educator. Drawing on the philosophies of Dr. Martin Luther King Jr. and James Baldwin, as well as insights from colleagues and students, I argue that love is not simply an emotional state but a transformative force capable of effecting meaningful, sustainable change. Love can serve as a vital element in pedagogical settings, providing a framework for justice, equity, and communal wellbeing. I offer several practical recommendations for educators to intentionally cultivate a culture of love in their interactions with students and colleagues. These range from self-care and setting boundaries to integrating love into course design and community building. The essay suggests that embracing love as an active force can provide a renewed sense of purpose, particularly in times of collective trauma and uncertainty. Further, it highlights that love can be the necessary counterforce to the challenges affecting both educators and students, ultimately serving as the cornerstone for transformative education. By fostering love in academic settings, we enable both individual and communal healing, enriching the overall educational experience. In the wake of global crises like pandemics, genocides, climate disaster, and political divisiveness, the essay asserts that love remains the enduring force that can empower us to build a more just and resilient community in higher education.
... Conceiving of maths as a human and fallible intervention and invention, the active philosophy of mathematics education also includes ethical consideration of what it is to provide good mathematics education and assessment in the subject (Ernest, 1991). In the study at hand, we approach assessment in mathematics from the perspective of a philosophy of ethics of care in mathematics (Dubbs, 2020) and then draw on Noddings (1988Noddings ( , 1992Noddings ( , 2013 work on layers of care in teaching, which covers everything from care of the self and to care for ideas, that build on and presuppose each other. Consequently, Noddings' concept of the ethics of care is central to how we have approached the teachers' understandings of their responsibility for mandatory assessment of six-year-olds in preschool-class. ...
... Cette attitude n'est pas fortuite, elle est puissions y vivre aussi bien que possible. Ce monde comprend nos corps, nous-mêmes et notre environnement, tous éléments que nous cherchons à relier en un réseau complexe, en soutien à la vie » (1993/2009, 13) Historiquement, le care comme objet puis pierre de touche de la théorie morale (puis politique, sociale et pédagogique) trouve son origine dans les travaux de philosophes nord-américaine féministes (Gilligan, 1982(Gilligan, /2008Noddings, 1984Noddings, /2013Noddings, , 1992Tronto, 1993Tronto, /2009Tronto, , 2012 5. Ces dernières critiquaient de concert ce qu'elles jugeaient être le masculinisme 6 des théories du développement moral de Kohlberg et le formalisme de la politique libérale des années Reagan, qui se piquait de défendre des libertés dont ne jouissaient que les plus privilégiés, pouvant de ce fait ignorer leur vulnérabilité ontologique et entretenir les mythes jumeaux du self made man et des opportunités réellement égales pour tous les individus (ne se départageant ensuite que par leurs vertus et/ou leurs mérites propres). Au lieu de poser l'indépendance comme la norme, les théoriciennes du care posent l'interdépendance comme la situation normale de l'être humain, une autonomie soutenue et toujours précaire comme horizon le cas échéant, mais surtout pointons la focale sur l'inégalité de répartition des tâches de soin au sens le plus large qui permet à certains de jouir de libertés effectives que les autres ne peuvent que contempler de loin. ...
Cet article procède de la philosophie politique de l’éducation/formation et de l’éthique interdisciplinaire, dans une perspective appliquée. Il explore deux corpus importants dans le panorama contemporain de l’éthique normative, les théories du care et le minimalisme moral. Leurs avantages respectifs pour nourrir une éthique numérique orientant nos jugements et nos choix et nous offrir des ressources heuristiques et pratiques pour saisir les défis d’aujourd’hui et de demain, dans un monde numérique, sont discutés. Nous présentons d’abord de manière synthétique les propositions clés de l’éthique du care pour nous aider à penser aujourd’hui l’autonomie individuelle dans ce qu’elle a de vulnérable, singulier, conditionnée et complexe (1), et la manière dont cela peut se décliner en une éthique normative pratique et appliquée du numérique en particulier. Nous faisons ensuite de même pour l’éthique minimale (2). Nous envisageons enfin les conditions d’une dialectique entre ces éthiques (3), à l’horizon d’une prudence numérique (4).
... Therefore, the ability to know how to balance one's own needs and those of others becomes the challenge of moral maturity. This vision will directly attack educational rationality (Noddings 2003(Noddings , 2005 and will revisit many educational topics and fields, such as the moral development of students (values education), relational knowledge (curriculum and educational relationship) and professional identity (competence, teacher training and professional development) (Owens and Ennis 2005). However, caution is advisable in how care is currently being recovered in the educational field. ...
This work reviews the approach of the ethics of care in education and analyzes how the foundations of this ethicality contribute to the dialogical construction of teachers’ professional identity (attribution, projection, development and transformation). Professional identity is questioned when care is considered an epistemological and ethical approach to educational relationships, thereby encouraging reflection on the interactive components of identity (projection, disposition, worldview and action plans) and on the meaning of professional competence. This reflection produces transversal implications for teacher professionalization processes, which in turn results in the identification of training devices such as narratives, conversations and reflective and operational practices that help to turn the identity and the moral work of teaching into the central topic.
... Alannah's interaction with her two Spanish-speaking ELs during her voluntary work exemplified a caring relationship, although it was a brief encounter. Consistent with Alannah's experience, Noddings (2005) notes that even brief encounters with another individual can lead to the development of a caring relationship. Similarly, Sadara was fully engaged with Roxana's needs and devoted her complete attention to her. ...
The increase in English Learner (EL) student population in the US and their placement in US public schools has created high priority demands to address the language and learning needs of these students. General education teachers, however, are un- or underprepared to work with ELs and have limited knowledge and expertise to integrate differentiated instruction (DI) for them. This study examined two elementary teachers’ understanding of differentiated instructional practices for EL students in mainstream setting. Employing qualitative methods and following inductive data analytic processes, this study examined what elementary teachers say facilitates DI for ELs. Semi-structured individual interviews, a joint interview, and photo elicitation were used as the primary sources of data collection and documents such as teachers’ differentiated lesson plans and statements of teaching philosophy were used as secondary data sources. Findings revealed that a caring relationship between the teacher and ELs was essential and played a key role in student learning. By building caring relationships, the teachers learned about their EL students’ needs and their interests and used that knowledge to implement DI for these students. Furthermore, teachers’ proficiency in a language other than English and their metalinguistic awareness to bridge between one language and the other guided the teachers’ differentiated instructional practices for their ELs.
... Pendidik perlu membangun hubungan yang dekat, kuat, dan mendukung dengan siswa/mahasiswa, sehingga mereka memiliki kepercayaan diri meningkat dan mereka akan memiliki kemampuan sosial dan emosional yang sehat (Noddings, N. (2005). ...
Buku Pendidikan Karakter ini adalah hasil kolaborasi dari beberap penulis dan praktisi pendidikan yang memiliki kepedulian mendalam terhadap pembentukan karakter generasi muda. Didorong oleh semangat untuk meningkatkan kualitas pendidikan karakter di tengah-tengah masyarakat, kami menyajikan kumpulan pemikiran, gagasan, dan pengalaman praktis yang diharapkan dapat menjadipanduan dan inspirasi bagi para pendidik, orang tua, dan pembaca yang peduliterhadap masa depan anak-anak kita.Dalam buku ini, pembaca akan menemukan beragam topik yang relevandengan pendidikan karakter, mulai dari konsep dasar pendidikan karakter hinggaevaluasi dan pengukuran pendidikan karakter. Setiap kontributor membawasudut pandang dan pengalaman yang unik, sehingga memperkaya wawasan danpemahaman kita akan pentingnya pendidikan karakter dalam pembentukan kepribadian anak-anak.Kami mengucapkan terima kasih kepada semua penulis dan pihak yang telahjuga serta dalam pembuatan buku ini, serta kepada para pembaca yang telah memberikan perhatian dan dukungan. Semoga buku ini dapat memberikan manfaat yang nyata bagi pembaca, dan menjadi langkah awal untuk menciptakan generasi penerus yang berkarakter kuat dan bertanggung jawab.Akhir kata, kami berharap agar semangat kebaikan dan kepedulian terhadappendidikan karakter terus mengalir, serta dapat menjadi bagian integral darinya upaya kita bersama dalam membangun masa depan yang lebih baik
... Relational pedagogies position meaningful relationships as fundamental to effective learning and teaching and explore ways of fostering connections, authenticity and responsiveness . This attention to relationships is foregrounded by a long history within the wider literature of feminist scholarship exploring ethics of care in learning and teaching (Gilligan 1982;Noddings 2005Noddings , 2012. Positioned as part of the goal to foster meaningful learner engagement, and to work towards building positive student-staff relationships, these ideas are also closely linked to the recent interest in working with students as partners (Bovill 2020), itself an off-shoot of the student voice movement (Lygo-Baker, Kinchin, and Winstone 2019). ...
... Pendidik perlu membangun hubungan yang dekat, kuat, dan mendukung dengan siswa/mahasiswa, sehingga mereka memiliki kepercayaan diri meningkat dan mereka akan memiliki kemampuan sosial dan emosional yang sehat (Noddings, N. (2005). ...
Buku ini, yang berjudul "Pendidikan Karakter", ini adalah hasil kolaborasi dari sejumlah penulis dan praktisi pendidikan yang memiliki kepedulian mendalam terhadap pembentukan karakter generasi muda. Didorong oleh semangat untuk meningkatkan kualitas pendidikan karakter di tengah-tengah masyarakat, kami menyajikan kumpulan pemikiran, gagasan, dan pengalaman praktis yang diharapkan dapat menjadi panduan dan inspirasi bagi para pendidik, orang tua, dan pembaca yang peduli terhadap masa depan anak-anak kita. Dalam buku ini, pembaca akan menemukan beragam topik yang relevan dengan pendidikan karakter, mulai dari konsep dasar pendidikan karakter hingga evaluasi dan pengukuran pendidikan karakter. Setiap kontributor membawa sudut pandang dan pengalaman yang unik, sehingga memperkaya wawasan dan pemahaman kita akan pentingnya pendidikan karakter dalam pembentukan kepribadian anak-anak.
... In the context of educational leadership, Starratt [24,25] framed a three-dimensional framework, discussed as an ethics of care, critique, and justice, that later fueled further discourse about ethical educational leadership (e.g., [26,27]. Relatedly, Noddings [28] is also renowned for focalizing the idea of care in education. She underscored care as the central and most significant role of schools. ...
The authors argue that embracing life necessitates a shift in how we conceptualize wellness in education. They delve into the exploration of humanizing wellness and living well by drawing on Black onto-epistemologies, specifically referencing Bambara’s The Salt Eaters. This exploration involves examining how notions of wholeness manifest in the text and the subsequent implications for educators and scholars actively involved in anti-equity efforts. The authors elucidate both the possibilities and challenges related to care, touch, and celebration. In particular, they employ the concept of Black refusal to investigate how these elements can propel a critical departure from conventional ideas of wellness in the United States, paving the way for alternative modes of existence which prioritize wholeness. To achieve this, the authors present an exploration of the literature on whiteness, epistemology, and the destructive impact of anti-Blackness. The authors then introduce Black refusal as a theoretical framework, which functions as the frame guiding their methods. Examining personal reflective instances of engagement with the present political landscape, analyzing Bambara’s The Salt Eaters, and maintaining refusal as a central theoretical framework, the authors detail an epistemology of wholeness centered on care, touch, and celebration.
This dissertation is a qualitative study of an all-girls’ advisory in a coeducational, urban middle school located in a mid-sized city in the northeast. The advisory group met daily over the course of the 2010-2011 academic year. Drawing from data collected over one year of fieldwork--including participant observation, analysis of discourse, dynamic interviews, and the analysis of social constructs --this study explores how a group of mostly African American and Latina students created a caring community in order to increase their academic and social success.
A cursory glance at teacher education research, especially in South Africa but also elsewhere, suggests that teachers’ competencies, skills and content knowledge have received considerable attention over the years in the quest for systematic learning and teaching to take place. One neglected area that needs attention, in my view, is teaching as a relationship-building exercise. In a fractured society such as South Africa that is characterized by a bimodal education system, child-headed households as well as abject poverty, building caring relationships in the nation’s classrooms is of the utmost importance. In this chapter I will explore the importance of building caring relationships between teachers and students as a basis of good teaching and learning that should be foregrounded in teacher education. I will draw upon my own experiences as a schoolteacher for 17 years and being a teacher educator since 2000 as well as literature sources that elaborate on pedagogies of care.
Instructional methods in physical education (PE) tend to be conceptualized in different approaches. This paper attempted to describe the level of academic achievement of third graders in the macro skills of motor learning and skill display and assumes significant differences in variables to propose some teaching strategies for improving motor learning and skill display skills. The results of the National Motor Learning and Skill Display Test revealed that 58.90% of students scored within the 81% to 90% range. The assessment of teaching strategies showed that overall, the strategies had a mean of 3.05 and a standard deviation of 0.83. The chi-square test for association between gross motor learning and teaching strategies was significant (Χ2 = 89.22, p = 0.00). The "Enhanced Motor Skills through Strategic Teaching (EMST) Program" is recommended to improve motor skills through effective teaching strategies.
Beyond family, school is the next most dominant system within which children and young people live. It is pertinent then to ask what role school plays in children and young people living well in a life worth living in for all. For schooling to enable all to live well, it must be educational. Contemporary agendas have driven separation of education from schooling. Change is therefore needed in school practice to achieve the double duty required for all to live well in a world worth living in. Absence of redesign neglects the well-established problems in dominant school structures. Self-determination theory demonstrates change as essential for schools to have positive impact on the potential for all to live well. Central to such change must be the voices of children and young people to enable transformation. In this chapter, I share aspects from a small project that sought the perspectives of children and young people on what it is to live well in a world worth living in for all, and the role school does, and could, play in this lifelong endeavour. Most significantly, the perspectives shared draw attention to the space to see past the constraints of normative ways to be a school student.
The marginalizing effects of mathematics education, particularly for students who are also marginalized by racism, poverty, and other intersecting forms of oppression, are well-documented. In response, many educators and researchers claim that it is mathematics teachers’ ethical responsibility to adopt equitable instructional practices. In this chapter, I argue that equitable practices, which are often taken for granted in pursuit of more equitable mathematics education, exist in relation to what Lauren Berlant calls cruel optimism: where what we are drawn to paradoxically makes it harder to achieve our desires. I examine the cruelty of three common “equitable” practices through a lens of relational ethics and suggest that we, who are interested in justice, might actively choose cruelty.
The inquiry discussed in this chapter reports on the experiences of a teacher educator during the COVID-19 pandemic. The chapter investigates how the pandemic shaped the teacher educator’s identity and pedagogical practice. The work is conceptually grounded in Deleuzo-Guattarian concepts. Methodologically the inquiry is a self-study in that it is self-initiated and aimed at improving professional practice. The results of this research focused on three emergent themes in relation to teacher educator identity: (a) the displacement of the body and the centering of the discursive; (b) the diminishment of pedagogical certainty and the expansion of pedagogical negotiation; and (c) the persistence of emotional fatigue and the requisite for self-care. This work contributes to the scholarly literature and provides an example of professional practice to support teacher educators in fully enacting a professional identity that aligns with their values and promotes their students’ success. Recommendations for research and teaching are provided.
Çalışmanın amacı, üniversite yöneticilerinin etik karar verme süreçlerini incelemektir. Bu çalışmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Veriler Ankara şehrindeki üç ayrı üniversitedeki toplam 10 üniversite yöneticisinden yarı yapılandırılmış görüşme yöntemiyle elde edilmiştir. Bu çalışmada amaçlı örnekleme yöntemlerinden tipik durum örnekleme yöntemi kullanılmıştır. Üniversite yöneticileri karar verme süreçlerindeki etik ikilemlerin çözümünde sırasıyla adalet etiği, meslek etiği, ilgi etiği ve eleştiri etiği çerçevesini kullanmaktadır. Üniversite yöneticilerinin karar verme süreçlerinde etik ikileme neden olan kurumsal faktörler arasında üst yönetim baskısı, kurumsal kültür, kayırmacılık, zaman ve bilgi eksikliği ve yasal eksiklik yer alırken bireysel faktörlerin ise yöneticilerin kişiliği, deneyimi ve iletişim becerileri olduğu görülmektedir. Üniversite yöneticilerinin karar verme süreçlerindeki etik ikilemlerin çözümü için yönetime ilişkin izlenmesi gereken yollar arasında kayırmacılığın yerine liyakatin işletilmesi, yasal ve etik çerçevenin çizilmesi, hesap verebilirliğin sağlanması, üniversite özerkliğinin arttırılması ve daha çok araştırma yapılmasının gerekliliği öne çıkmaktadır. Yöneticilere ilişkin yapılması gerekenler ise etik farkındalığın geliştirilmesi, etik karar verme eğitiminin verilmesi ve paydaşların kararlara katılımının sağlanmasıdır. Üniversite yöneticilerinin etik karar verme süreçlerini ortaya çıkarma çabasındaki bu çalışmanın, etik karar verme ile ilgili tartışmanın başlamasına ve bu konuda daha çok araştırma yapılmasına yardımcı olması beklenmektedir.
Character education have been implemented in schools worldwide from twenty centuries, considering the growing social-moral problems that beset modern societies. The fact of moral decline and negative behavior of youth require character education to provide programs of eliminating such behavior that emerge in social, political, and economic contexts. It was proved that students who received character education and moral values in schools had better test scores and had lower incidents of vandalism, absenteeism, and dishonesty on tests. An interpretive approach has been used in this study and focused on the difference of character education among Hong Kong, Taiwan, and mainland China, seeking how the character education implements in schools and its communication with other subjects on the support of policies, how the teachers make of this curriculum, and whether the program of character education takes the impact on children’s character building.
Buku ini, berjudul "Menemukan Jalan Baru: Transformasi
Pendidikan di Era Digital", mengajak Anda untuk menjelajahi dunia
pendidikan yang terus berkembang dan menemukan langkah-langkah
baru
yang diperlukan untuk menghadapi tantangan serta
memanfaatkan peluang yang ditawarkan oleh era digital.
Transformasi pendidikan bukanlah sekadar konsep, tetapi sebuah
keharusan dalam menghadapi dinamika zaman yang terus berubah.
Teknologi digital telah merambah ke berbagai aspek kehidupan kita,
termasuk dalam ranah pendidikan. Namun, bagaimana kita
mengintegrasikan teknologi ini secara efektif dan bermanfaat bagi
proses pembelajaran?
Buku ini tidak hanya mengulas perubahan teknologi dalam
pembelajaran, tetapi juga membahas mengapa transformasi pendidikan
diperlukan, landasan teoritis yang menjadi dasar integrasi teknologi
dalam pembelajaran, hingga strategi dan tantangan dalam implementasi
pembelajaran digital. Pembaca akan diajak untuk memahami peran
kritis teknologi dalam membentuk metode pengajaran yang lebih
adaptif, kreatif, dan relevan dengan kebutuhan masa depan.
Melalui buku ini, diharapkan pembaca dapat memperoleh wawasan
yang mendalam tentang bagaimana pendidikan dapat bertransformasi
secara signifikan di era digital ini. Langkah-langkah konkrit, studi kasus
inspiratif, serta pemikiran-pemikiran inovatif di dalamnya akan menjadi
panduan bagi para pendidik, pemangku kepentingan pendidikan, dan
siapa pun yang peduli dengan masa depan pendidikan.
African American teachers are in high demand in urban schools. Presupposing these spaces as operating within a matrix of domination for African Americans in the United States, in this chapter, two African American scholars of differing genders model womanist thinking as politic educational ethics and praxis. hooks, Fanon, and Lorde elucidate the Black subject’s ontological condition as a problem of spectatorship. Womanist theory responds to sociopolitical forces devaluing the self as minoritized subject. Through critical self-reflexivity that acknowledges the debilitating white normative gaze and the inner turmoil of its subjugation, womanist thinking offers a normative syntax of freedom. A womanist praxis of radical subjectivity and a pedagogy of love excavates one’s inner visions for oneself and for one’s students that engenders self-authorship.
In the research reported on here we explored teachers’ understanding of what they perceived as core values of ethical leadership in education. Using qualitative research within an interpretivist design, data were collected through semi-structured interviews with teachers and school management team (SMT) members and analysed using Tesch’s coding method. The theoretical underpinnings of the paper are grounded in 3 distinct ethics of care, justice and critique. The findings cannot be generalised since the results highlighted in this article only report on those applicable to this small qualitative sample. The main themes that emerged from the findings included the participants’ understanding of 3 core values of ethical leadership. They emphasised trust, respect and transparency as vital components of ethical leadership. Recommendations include more training and research for secondary school teachers who are not well equipped with the knowledge, skills and tools to approach the needs of disenfranchised and disadvantaged learners at their schools. A more nuanced understanding of transparency in schools, policy and practices is needed.
ResearchGate has not been able to resolve any references for this publication.