諾丁關懷倫理學之理論發展與教育實踐

Nel Noddings' ethics of care, its theoretical development and its educational praxis

方志華(Fang Ji-hwa)

指導教授 ： 崔光宙博士

國立臺灣師範大學/教育學院/教育學系/博士(1999年)

摘要

本研究之主旨在於探討諾丁(Nel Noddings)所建構的關懷倫理學，包括其理論內涵、相關的理論發展、教育實踐的理想藍圖、以及相關的教育實踐和研究。
關懷倫理學是女性主義重要的倫理學理論，它在道德哲學上的學理基礎，提出相對於男性精神的女性精神、相對於道德推理的道德態度、和不同於父親語言的母親語言。諾丁並以女性觀點重新詮釋存在體驗，以關懷關係中的對話和述說開展杜威(J. Dewey)教育理論的新局面。
關懷倫理學提出道德源於關懷，而關懷源於人最深刻的感受，這感受根植於接納、關係和回應。關懷倫理學將道德行為的核心泉源，指向人的情感回應，提出要正視我們存在的情感基礎，並賦予應有的地位。在人之存在基礎方面，「關係」是人的存在基礎，因此，存在焦慮和接受式的喜悅，都是以關係之不同面向為基礎的存在體驗。
在道德的提問方面，關懷倫理學重視的是「如何道德地與他人相遇」，這是以實踐動力需求為首出的提問，不同於以符應認知為主的「何謂道德」的道德理論之提問。
諾丁的關懷倫理學主張，成就「理想的關懷關係」是道德實踐的最終目的。在關懷關係中，關懷者的主觀意識是開放地接納，是對受關懷者的全神貫注和設身處地，最後是依受關懷者的需求而持續地更新關懷的承諾。而受關懷者在關懷關係中，是自由地領受關懷，安全而勇敢地實現自我。關懷關係是完成於受關懷者的領會上，因此關懷者和受關懷者在關懷關係中都是重要的主體。
在道德的基礎方面，關懷倫理學提出人性中自然的關懷之情，和建立在其上的道德的關懷之情，是道德實踐的動力來源。關懷情意中包含了對於受關懷者的承諾和自我道德形象的理想，而這關懷「情意」的發動、對昇起之義務感的「承諾」、和對於自己道德「理想」的形塑──三者的關係，是關懷倫理學對於道德實踐之內在動力學的探討。在道德情意動力關係的探討中，諾丁確定了道德教育需要在教育活動中，去創造關懷與被關懷的體驗與實踐，以增進人性中關懷理想之情意。
在「意識與情緒」的關係探討中，諾丁肯定自由的接受式意識和由之昇起的接受式喜悅，可以增進人與世界之關係的存在體驗。在學習活動中去創造這種類似於「游於藝」的學習活動歷程，可以作為道德實踐的生命活力來源。
在關懷倫理學的相關理論發展方面，本研究探討了五個重要的理論建構。J. Garrison在關懷關係中加入了杜威的生長觀念和知識追求的美感經驗，使得教學中師生關懷關係的人性內涵更為深刻。J. Kellenberger論證「關係」可以作為所有道德哲學的基礎，消彌了哲學基礎的對立性，擴大了關懷倫理學與其他道德哲學的融攝基礎。J. C. Tronto建構關懷取向的政治社會學，延伸關懷倫理學的實踐力於政治和社會領域中。S. van Hooft以深度關懷作為自我在各個存有領域中的觀照視野，使得社會制度器用等，都是人性關懷精神的開展。S. J. Hekman宣稱要以關懷的情意為基礎，由散漫式道德主體之確立，讓多元的道德之聲能在後現代社會中都被聽見。
在教育改革方面，諾丁批判了以改良方法為主的意識型態，並提出了以「關懷關係」為基礎的教育實踐藍圖。
諾丁認為，教育的目的在於依學生的需求，培養有關懷理想和關懷能力的人。在教育實踐上，應讓學生有去關懷的實踐機會，和受關懷的學習經驗。教育經驗要照顧到學生在人事、時間、地點、課程上受關懷的連貫性，要安排課程內容以學生切身的關連為核心，這可以從關懷自己、周遭的人、遠方的人、動植物、物品資源、地球環境、理想等，作為師生對話交流和關懷的探討主題，並要精心安排學生有服務社區和心得交流的機會。
在師資培育上，應重視教師教育關懷的能力；教師要以身教、對話、練習實踐、和肯認，作為道德教育的重要方法；在教育環境上，安排關懷和支援教師自主與合作的教育行政。而每一個教育實踐或研究，可以由對於自己、對對方、和對社會的影響力，作為衡量實踐輕重的關懷規準。
在與關懷倫理學相關的教育實踐與研究方面，本研究探討的層面包括：教師反省、教育專業發展、師生關係、教學、學校行政、教育視導、教育研究取向、重要教育課題的探討與革新，這些教育課題又包括：對青少年的關懷、關懷取向的民主社區教育與社會教育、對教育中處於不公平地位者之關懷、以及針對需求發揮關懷的創意等。本研究由這些研究中得出兩點啟示：一是由於對情意力量的覺知與詮釋，而使得「述說」成為重要的教育研究方法；二是關懷力量的發揮，是一種在情境脈絡中的創造實踐。
在結論方面，本研究提出了對於關懷倫理學之理論內涵、其他相關理論、教育實踐、相關教育研究等的評論，也將關懷倫理學與儒家思想作一對比，提出二者之異同。二者之同，在於皆以情意和關係作為道德的基礎；而二者之異，在於關懷倫理學面對女性意識覺醒的時代需求，提出女性以道德實踐中的情意作為道德哲學的基礎，並突顯女性爭取道德和社會地位的訴求。本研究最後並提出教育實踐和後續研究的相關建議。

關鍵字

女性主義 ； 關懷倫理學 ； 道德哲學 ； 教育改革 ； 述說研究 ； 道德教育

並列摘要

This thesis aims to study Nel Noddings’ ethics of care, its theoretical development, and educational praxis. Ethics of care is one of the important theoretical bases of Feminism. Nel Noddings compares feminine spirit with masculine spirit, moral attitudes with moral reasoning, and mother’s language with father’s language, in order to show the feminine alternative approach to ethics. From a feminine viewpoint, Nel Noddings re-interprets the existence experience of classical existentialists. And she suggests some new teaching-methods such as dialogues and narratives in teaching relationships to renew John Dewey’s educational theory.
In the theory of ethics of care, the central energy of the ethical action is the response of human feelings. Care is rooted in the deepest feelings of human beings, including receptivity, relatedness, and responsiveness. So we should inspect the affective foundation of existence, and give it the right position. Relatedness is basic to human existence, so both the anxiety and receptive joy are the existential feelings based on relationships.
What the ethics of care proposes about the moral questioning is ‘how to meet others morally’ rather than the question ‘what is morality.’ Because the first questioning is based on the moral praxis needs rather than the recognition needs which is prior in the traditional moral theory.
In ethics of care, to accomplish the ideal caring relationship is the ultimate aim in moral practice. In a caring relationship, the one-caring receives the cared-for openly. So, the cared-for can perceive the care freely, and actualize him/herself safely and bravely. The caring relationship is accomplished in the appreciation of the cared-for. Hence, both the one-caring and the cared-for are important subjects in the caring relationship.
As the foundation of morality in human nature, the sentiments of natural caring and ethical caring are the dynamic resources of moral practice. The sentiments of caring include the commitment to the cared-for and the ideal of self moral-image. And the relations among the sentiments of caring, the commitment, and the self-ideals construct the inner dynamics of morality. In the analysis of the dynamics, Nel Noddings asserts that the experiences of caring and being cared-for should be invented in educational praxis, so that the sentiments of caring ideals could be intensified.
In discussing the conscious-emotions relationships, Nel Noddings affirms that the receptive joy out of freely receptive consciousness could reinforce the relationship between human beings and the world. Therefore, creating a caring and free atmosphere of learning in education is one way to enhance the vivid life-energy of moral practice.
There are five significant theories worth inquiring to continue developing the ethics of care. J. Garrison uses John Dewey’s idea of growing in teacher-student relationships and aesthetic experiences in knowledge learning process, so that the caring relationships in teaching become more sophisticated. J. Kellenberger argues that ‘relationship’ could be the foundation of all moral theory. His argument expands the assimilation foundation of ethics of care and other moral philosophy. J. C. Tronto constructs the caring theory in politics-sociology to enlarge the praxis of caring in politics and society. In the horizon of deep-caring, S. van Hooft proposes the projects-of-caring and caring-for-others as two aspects of the very core of human nature, and interprets the civilized human world from caring spirits of human beings. S. J. Hekman pronounces that with a caring sentiment, we should accept the discursive moral subjects expressing multiple moral voices in the forthcoming post-modern society.
In the issue of educational reform, Nel Noddings criticizes the ideology of exaggerating the effects of method improvement and proposes a blueprint of school reform grounded in caring relationship.
The aim of school education is to develop caring ideals and caring capacities according to students’ needs. Students should be cared for and have chances to practice caring in their learning. The continuity of caring is rather important in educational experience, including the time, the place, the people, and the curriculum. Teachers can arrange the curriculum based on caring with students, and the topics could be inspired from the care for self, intimate people, foreign people, creatures and plants, man-made things, the earth, and the ideals. And students should take the public service curriculum and exchange their feelings in class.
In educational reform, the important and useful teaching methods of moral education are modeling, dialogues, practice, and confirmation. The educational administrators should support and cooperate with teachers rather than controlling them. And there are three influencing factors of moral praxis that could be considered by the educational professionals, they are the influences on one-self, on the cared-for, and on the society.
This study also explored the educational practice and research based on ethics of care. The exploring areas are: teacher reflection, professional development, teaching relationships, teaching methods, educational administration, educational supervision, educational research methodology, and issues on educational reforms.
In conclusion, the author makes critics on the ethics of care, its theoretical development, and the educational practice and research based on it. The author also compares the ethics of care with Confucianism. The theoretical foundation of these two moral philosophies are much the same because both of them are based on human's sentiments and relationships. And their difference is that the ethics of care is derived from women's self-consciousness in our century, so it puts the foundation of moral philosophy on the affection of women' moral praxis experience to show the resorts of uplifting women' social and moral position. The author also proposes suggestions for educational praxis and follow-up researches.

並列關鍵字

feminism ； ethics of care ； philosophy of morality ； educational reform ； narrative inquiry ； moral education

參考文獻

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