Session Information
Session 7B, Problems of Moral Education (Part 1)
Papers
Time:
2005-09-09
09:00-10:30
Room:
ENG
Chair:
Zdenko Kodelja
Contribution
Author starts with the analysis of Nell Noddings' ethics of caring. Ethics of caring builds on the natural relations of caring that human beings experience in their childhood yet its most important aspect is not naturalism (foundation of ethics in human nature) but its emphasis on relations. In order to establish a caring relation both persons involved must behave appropriately. It seems that ethics of caring includes two sub-ethics : ethics of the one caring and ethics of the one cared for. Since these ethics are supposed to specify the requirements for their behaviour one can describe them as virtue ethics. However, since the one caring must, among other requirements, be able to do her best for those she cares for sometimes criteria are needed to determine what is good for the other in a particular situation. It could be argued that the ethics of abstract principles is suitable for this role. It follows that the ethics of care is not simply ethics of a natural feeling for others and taking care of them, it also includes abstract principles and duties. The opposition between reason and emotions is thus abolished; both could be viewed as necessary constituents of a caring relation. Yet this integration of the opposites seems to be accomplished only at a superficial level; in Noddings' texts one finds no real awareness that something needs to be integrated. As if both elements naturally belong together and there never had existed any opposition that should have been mediated. This absence of the problem is perhaps best visible in Noddings' conception of the moral education. In her discussion of moral education, three components are introduced: modelling, dialogue and practice. All three are important. Models show what it means to care. Practice is needed in order to develop the capacities required for the caring attitude. However, Nell Noddings considers the dialogue to be "the most fundamental component of the care model". It might serve for several different purposes (practice in attention to the other, disclosure in a safe setting, support for the relationship), yet its most important role seems to be to "provide information about the other". And to limit itself to the mere information seems to be a serious limitation of such a conception of the dialogue. The reason is the fact that this conception does not allow the caring relation itself to become the issue under discussion. The assumption being that caring is inherently good and does not need help from reason.
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