Responding to Children's Needs: Amplifying the Caring Ethic

Autor/in	Goodman, Joan F.
Titel	Responding to Children's Needs: Amplifying the Caring Ethic
Quelle	In: Journal of Philosophy of Education, 42 (2008) 2, S.233-248 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2008.00616.x
Schlagwörter	Altruism; Ethics; Empathy; Moral Values; Caring; Childhood Needs; Parent Role; Teacher Role; Parent Child Relationship; Teacher Student Relationship; Justice; Delay of Gratification; Need Gratification; Reinforcement + Suchen Sie Ihr Suchwort? Altruistic behavior; Altruismus; Ethik; Empathie; Moral value; Ethischer Wert; Care; Pflege; Sorge; Betreuung; Childhood; needs; Kindheit; Bedürfnis; Parental role; Elternrolle; Lehrerrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gerechtigkeit; Bedürfnisbefriedigung; Positive Verstärkung
Abstract	According to care theory the good parent confronting a helpless child has an unmediated impulse to relieve his distress; that impulse grows into a prescriptive ethic of relatedness, often contrasted to the more individualistic ethic of justice. If, however, a child's nature is understood as assertive and competent as well as fragile and dependent; if, in addition, he acquires needs through socialisation and is the beneficiary of inferred needs determined by others, then an ethic of need-gratification is insufficient. Caring theory, with its emphasis on empathy, compassion, and attentiveness to the child's present state undervalues the role of adult restraint and imposition in a rounded caring philosophy. Parents (and teachers) must continuously balance gratification with suppression, support with restraint, engrossment with detachment. From this process emerges a revised relational ethic in which the care/justice distinctions are collapsed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10