Caring as a Teacher Virtue: Objections, Responses, and Affirmation
Chen-Li Huang; Brent G. Walters
Chen-Li Huang; Brent G. Walters
|作者(英文)：||Chen-Li Huang; Brent G. Walters|
|論文名稱(英文)：||Caring as a Teacher Virtue: Objections, Responses, and Affirmation|
|中文關鍵字：||關懷關係; 師生關係; 權利與德行; 關懷倫理學; 諾丁斯|
|英文關鍵字：||caring relationship; teacher-student relationship; rights vs. virtue;, care ethics; Noddings|
|服務單位：||國立臺東大學教育學系; Matrix Pointe Software, USA|
|摘要(英文)：||The aim of this study is to prove that caring, as conceptualized by Nel Noddings
in her works on care ethics, must be a teacher virtue for students to achieve their
potential. Several criticisms of caring as a teacher virtue are presented and rebutted.
These criticisms include that caring is a private affair, teachers should focus on subject
teaching, not every teacher has a caring character, not every student needs to be cared for,
male teachers have caring anxiety, caring is a heavy burden, and caring will dominate
teachers professional viewpoints. Additionally, several positive reasons to support
caring as a teacher virtue are given: (i) Caring makes education more decent; (ii) caring
improves students academic achievements and positive behaviors; (iii) caring is a winwin
strategy; and (iv) caring establishes a connection to being. By way of debunking
the criticisms and offering evidence for the positive benefits of caring, the result of this
research affirms that caring must be a virtue for teachers.
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