林倩秀

系統編號: 094FGU00259003
出版年: 95
研究生: 林倩秀
學號: 90242009
論文名稱: 諾丁(Nel Noddings)的關懷倫理及其教育意涵
指導教授: 戚國雄
學位類別: 碩士
校院名稱: 佛光人文社會學院
系所名稱: 哲學系碩士班
學年度: 94
語文別: 中文
論文頁數: 83
開放範圍: 網際網路
中文關鍵字: 關懷倫理 ,道德教育 ,女性主義
英文關鍵字: care ethics ,moral education ,feminism
[摘要]
本研究旨在探究諾丁(Nel Noddings)的關懷倫理觀及其相關議題的辯證,並據以提出相關的結論與建議。其理論基礎的探討包括有:柯爾堡的道德認知發展論、姬莉根對柯爾堡的批判等。而諾丁關懷倫理學之道德主張包括關懷關係、關懷倫理、小型學校、關懷自己。其道德教育的方法為身教、對話、練習關懷、肯定。諾丁認為教師的專業要求是一種去除知識專業相關的專業,教師對教育任務的覺知就是要培養學生的關懷理想,教師即是教育關懷者。
而就研究目的來看,大致可以分為四點,首先是探討主要道德發展相關理論與限制,其次是瞭解諾丁關懷倫理的思想起源與理論,接著探討關懷倫理於教育實踐之意涵,最後提出學校實踐關懷倫理之建議策略。
本研究採用文獻分析法與理論推演。首先以文獻分析法(Archival Research),回顧道德發展之相關理論與案例文獻,同時嘗試從教育與課程實施觀點分析關懷倫理之定位。其次根據前述分析方法之研究成果,進一步推導出本研究之結論與建議。
本研究的主要結論有:
一、提昇教師的關懷倫理專業素養
關懷倫理學所提的對教育專業的要求,是以人為本的,而專業知識包含在其中;是重視情意交流的,而理性反省蘊含在其中。人師抑或經師孰者為先看似無解,實則正突顯了教育專業必須落實在關懷實踐中,去作人際間關懷關係的促進和培養,才能彰顯人性的價值。
二、關懷倫理學實踐與理論互動關係的特質
綜合上述關懷倫理學在理論與實踐上的發展成果,可以發現關懷有四個層面的意義:存有、情意、社會、和理想層面。這顯示了關懷倫理學實踐與理論互動關係的特質。
三、詮釋與述說是關懷倫理研究的重要方法。(一)「述說」是重要的教育實踐、和教育研究方法;(二)教育關懷的實踐,是一種「創造」的活動。
四、關懷倫理學對於教師教學與學校經營之意義。
本研究的主要建議有:
一、多元評量道德教育:透過關懷倫理的論述,未來對於道德教育可以朝以下的方向努力
二、重視關懷倫理之教育實踐:未來有關關懷倫理的教育實踐其具體的策略可以包括:(一)教師反省與專業發展、(二)教學與師生關係、(三)學校行政和教育視導。
三、持續推動重要教育課題的改革:包括:對青少年的關懷、關懷的社區教育和社會教育、對教育中弱勢族群的關懷。
關鍵字:關懷倫理、道德教育、女性主義
 
The main purpose of this study is to explore and identify Nel Noddings care ethics and the related topics. The theories based of care ethics contained below:Kohlberg’s Stages of Moral Development, Gilligan’s critics on Kohlberg. However, the main concepts of Nel Noddings care ethics are: care relations, care ethics, smaller schools, care self. The methods of moral education are: modeling、dialogue、practice and confirmation. Nel Noddings hold the idea that teacher’s professional is a kind of professional except related professional knowledge. Teachers’ major educational responsibilities are to cultivate students’ care ideals. The teachers are the educational one-caring.
The research purposes can be expressed as followed: Firstly, to explore moral developments’ related theories and restrictions. Secondly, to explore Nel Noddings care ethics theory origin and basis. Thirdly, to explore the care ethics implements of educational practice for. Fourthly, to present suggestive strategies of the implements for school’s care ethics.
The methodologies for this study are literature review and theories analysis. There are four conclusions as followed.
Firstly, the specialties of care ethics can do good to enhance and cultivate teachers’ professional care ethics.
Secondly, the characteristics of interaction relationship between care ethics practice and theories can be discussed into four dimensions, such as being, affection, social and ideal.
Thirdly, narrative is one kind of research methods to study care ethics.
Fourthly, care ethics can promote the meaning for teachers’ teaching and schools’ management.
The suggestions for this study are as followed.
Firstly, to use multiple assessment approaches to assess and measure moral education by means of care ethics.
Secondly, to put much emphasis on educational practice of care ethics.
Thirdly, to enhance and develop the important educational hot topics reform, including care for adolescents, community and social education, care for educational disadvantages.
Key words:care ethics ;moral education;feminism
 
[ 論文目次 ]
目 次
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 3
第三節 研究方法 3
第二章 諾丁(Nel Nodding)關懷倫理之思想根源 4
第一節 柯爾堡(Kohlberg)的道德認知發展論 4
一、柯爾堡的道德發展階段論 4
二、柯爾堡道德發展理論之意涵與實踐 6
三、柯爾堡理論的評析與應用 10
第二節 姬莉根(Gilligan)對柯爾堡的批評 12
第三節 柯爾堡及姬莉根對關懷倫理相關論述之評析 16
一、柯爾堡對道德發展的論述 17
二、關懷倫理-姬莉根的觀點 19
三、小結 20
第三章 諾丁(Nel Nodding)關懷倫理的內涵 22
第一節 關懷關係的基本性質 22
一、關懷者(one-caring) 23
二、被關懷者(cared-for) 24
第二節 關懷倫理的內涵-道德責任及之源起 26
一、情感與理性 26
二、從自然的關懷到倫理關懷 27
第三節 關懷倫理學之論辯 29
第四章 諾丁關懷倫理學的道德教育實施與教師專業素養 35
第一節 諾丁的關懷倫理學之道德教育主張 35
一、關懷關係:關懷者與被關懷者 36
二、關懷倫理之道德教育方法:身教、對話、實踐和肯定 37
三、關懷自己:身體、靈性、工作與休閒四方面 55
四、小型學校:師生關係 57
第二節 諾丁的關懷倫理學觀點下的教師專業素養 58
一、教師的專業要求-一種去除知識專業相的專業 58
二、教師對教育任務的覺知-培養學生的關懷理想 60
三、教師即是教育的關懷者-先培養自己關懷的能力 62
四、教育關懷的實踐 65
第五章 結論與建議 68
第一節 結論 68
一、提昇教師的關懷倫理專業素養 68
二、關懷倫理學實踐與理論互動關係的特質 69
三、詮釋與述說是關懷倫理研究的重要方法 71
四、關懷倫理學對於教師教學與學校經營之意義 72
第二節 建議 75
一、多元評量道德教育 75
二、重視關懷倫理之教育實踐 76
三、持續推動重要教育課題的改革 77
四、未來進一步教育研究的建議 77
參考文獻 78
 
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