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What Are the Eight Duties of a Teacher in Nel Nodding’s Philosophy of Education? | ||
| مجله پژوهش های فلسفی | ||
| دوره 19، شماره 53، دی 1404، صفحه 615-626 اصل مقاله (413.22 K) | ||
| نوع مقاله: مقاله علمی- پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jpiut.2026.71047.4405 | ||
| نویسنده | ||
| Neda Mohajel* | ||
| Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran. | ||
| چکیده | ||
| This article delineates the core duties of a teacher as articulated within Nel Noddings' ethics of care, a relational philosophy that fundamentally reconceptualizes education. Moving beyond conventional models of instruction, Noddings positions the teacher as a "carer" whose primary ethical obligation is to foster authentic, reciprocal relationships that support holistic student development. The teacher's responsibilities encompass authentically modeling care through daily actions; engaging in open, exploratory dialogue; creating opportunities for students to practice caring; confirming students' best moral motives and potential; responsively attending to expressed and inferred needs; cultivating an overarching classroom climate of care; prioritizing caring relations over systems of control and standardization; and practicing engrossment and motivational displacement. These interconnected duties collectively reorient pedagogy from a focus on authority and curricular delivery to one centered on ethical encounter, responsiveness, and the nurturing of students' capacity to care. The argument demonstrates that in Noddings' framework, the caring relation is both the essential means and a paramount end of education, wherein academic learning and moral development are inextricably linked within a context of trust and mutual respect. The teacher's ultimate aim is to educate individuals capable of sustaining caring relationships throughout their personal, civic, and intellectual lives. | ||
| کلیدواژهها | ||
| Nel Noddings؛ Ethics of Care؛ Teacher-Student Relationship؛ Moral Education؛ Caring Pedagogy | ||
| مراجع | ||
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Chen, M. K. and Shih, Y. H. (2025). The implications of Nel Noddings’ ethics of care for fostering teacher-student relationships in higher education, Front. Educ. 10: 1602786. https://doi.org/10.3389/feduc.2025.1602786 Jackson, L. (2024). Emotions: Philosophy of Education in Practice, Bloomsbury Academic Mohajel, N. (2024). Religion in Nell Noddings' Philosophy of Education. Journal of Explorations in Philosophy and Religion. 3(2), 7-19. https://doi.org/10.22080/jre.2024.27974.1211 Mohajel, N. (2025). Nel Noddings' Philosophical Analysis of the Relationship between Democracy and Education. The Quarterly Journal of Western Philosophy. 4(2), 123-140. https://doi.org/10.30479/wp.2025.22157.1172 Noddings, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education, University of California Press. Noddings, N. (1998). Philosophy of education, Stanford University Press Noddings, N. (2003). Happiness and Education, Cambridge University Press Noddings, N. (2013). Education and Democracy in the 21st Century, Cambridge University Press Noddings, N. (1995). Care and justice, in The Responsive Community, 5(4), 19–24. Noddings, N. (2002). Starting at home: Caring and social policy. University of California Press. Noddings, N. (2005). The Challenge to Care in Schools, Teachers College Press Noddings, N. (2010). The Maternal Factor: Two Paths to Morality, The Regents of the University of California Noddings, N. (2006). Critical Lessons: What Our Schools Should Teach, Cambridge University Press Noddings, N. (2012). The caring relation in teaching, Oxford Review of Education, 38(6), 771-781, https://doi.org/10.1080/03054985.2012.745047 | ||
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