Care ethics, needs recognition, and educational encounters

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
P. Bennett
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引用次数: 0

Abstract

Care ethics takes as central the discerning of needs in those being cared for and attempts to meet those needs. Perceptive caring agents are more likely to be able to identify needs in those for whom they are caring. The identification of needs is no small matter, not least in teaching encounters. This paper modestly proposes that at least some of the needs a caring agent should attempt to meet are a function of the identity of the patient of caring action. Taking Nel Noddings’ account of care ethics as representative, I shall present it in outline. This leads to the needs-identification problematic. Following this I turn to Soran Reader’s account of needs. I interpret this to offer what I designate as identity as ‘what-ness’. Such an understanding of identity-based needs is a starting point for the caring agent but a more nuanced account, of identity as ‘who-ness’, will be argued to be preferable. Identity as ‘who-ness’, drawing on Paul Ricoeur’s work, moves the discussion along a great deal, culminating as it does in his concept of the ‘capable human being’. Having brought this aspect of Ricoeur’s thought into conversation with care ethics, I offer an account of identity-based needs conducive to the broader aims of the care ethical project. Finally, I consider what this bolstered account of care ethics might say about a brief and illustrative teaching encounter.
关怀伦理、需求认可和教育相遇
护理伦理学以辨别被照顾者的需求并努力满足这些需求为中心。有感知力的关怀者更有可能识别他们所关心的人的需求。需求的识别不是一件小事,尤其是在教学中。本文谦虚地提出,至少一些需要的关怀代理人应该试图满足是一个功能的身份的关怀行动的病人。以奈尔·诺丁斯对护理伦理的论述为代表,我将对其进行概述。这就导致了需求识别问题。接下来,我转向Soran Reader对需求的描述。我将此解释为提供我所指定的身份作为“什么”。这种对基于身份的需求的理解是关怀代理的起点,但更细致入微的描述,即“谁”的身份,将被认为是更可取的。Paul Ricoeur的作品将身份定义为“谁”,将讨论向前推进了很多,并在他的“有能力的人”概念中达到了高潮。在将Ricoeur思想的这一方面与护理伦理对话之后,我提供了一种有助于护理伦理项目更广泛目标的基于身份的需求的描述。最后,我考虑了这个关于护理伦理的支持说明了一个简短而说明性的教学遭遇。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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