A Performative Approach to Teaching Care Ethics: A Case Study

Autor/in	Hamington, Maurice
Titel	A Performative Approach to Teaching Care Ethics: A Case Study
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 23 (2012) 1, S.31-49 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
DOI	10.5406/femteacher.23.1.0031
Schlagwörter	Teaching Methods; Caring; Ethics; Ethical Instruction; Learning Activities; Lesson Plans; Learning Experience; Student Projects; Moral Development; Values Education; Educational Practices; Educational Strategies; Feminism; Phenomenology; Performance; Undergraduate Study; Educational Change; Instructional Innovation; Colorado (Denver) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Care; Pflege; Sorge; Betreuung; Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht; Lernaktivität; Lesson planning; Unterrichtsplanung; Lernerfahrung; Schulprojekt; Moralische Entwicklung; Werterziehung; Bildungspraxis; Lehrstrategie; Feminismus; Phenomenological psychology; Phänomenologie; Psychologie; Achievement; Leistung; Grundstudium; Bildungsreform; Educational Innovation; Bildungsinnovation
Abstract	This article describes a unique experiment in reconceptualizing the teaching of ethics as an embodied, performative activity rather than a purely intellectual, scholarly study. Although the inclusion of corporeal dimensions in the teaching of ethics makes intuitive sense, because morality is all about how one acts in the world, ethics education in universities remains largely an intellectual endeavor framed by applying abstract principles of what constitutes right action or pursuit of the good. This article also has a personal dimension as it describes a philosopher's moving out of his comfort zone to integrate physical attentiveness and dramatic exercises as part of the work in the course. The author begins by laying the theoretical framework for a performative understanding of care and then describing the experience of the course. Drawing on both theory and practice, the conclusion offers some observations on rethinking pedagogical methods in the teaching of ethics in terms of caring and performativity. (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01