By Nel Noddings

During this number of crucial essays, Nel Noddings examines possible choices to triumphing versions of personality education—a sympathetic process in line with an ethic of care. protecting either tales within the lecture room and arguable concerns in schooling, Noddings describes the similarities and adjustments among personality schooling and care ethics...examines how ethical schooling should be infused in the course of the curriculum...and demands higher cooperation throughout fields and extra awareness to the sensible difficulties of daily educating.

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Through biographical and historical accounts, students can learn how great mathematicians approached such questions. Mathematics students can be asked to analyze Descartes’s proof of the existence of God. If the proof fails, does this mean that God does not exist? They should hear about Pascal’s alternative approach, too. Pascal, one of the founders of probability and game theory, said that we should wager on God’s existence: If we bet that God exists and live our lives accordingly, and God does exist, what do we stand to gain?

At the end of the story, “there are no more assumptions in the house” (1993, p. 373). The pursuit of self-knowledge—knowledge of the self as an individual, as a male or female, as a member of a race and community, as part of a particular age group—blends easily into a study of relations with others. Part of learning to care for one’s self is a concomitant learning to care for others. Schools can encourage this learning by providing a climate of care and trust as described earlier. Within that climate, teachers can use pedagogical strategies, such as cooperative learning, noncompetitive grading, and service learning.

Learning to care is not a sequential process like, say, learning mathematics. ) It is probably true that one must learn how to be cared for and to care for oneself before learning to care for others, but the process is not linear. As we begin to care for others, we learn more about what it means to be cared for. As we learn how to care for ourselves, we become more discerning in assessing the efforts of others to care. Sarton describes an elderly woman, Jane, who has learned in old age to accept care gracefully.

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