關懷倫理學相關理論開展在社會正義及教育上的意涵
| dc.contributor.author | 方志華 | zh_tw |
| dc.date.accessioned | 2014-10-27T15:30:28Z | |
| dc.date.available | 2014-10-27T15:30:28Z | |
| dc.date.issued | 2001-01-?? | zh_TW |
| dc.description.abstract | 本文旨在分析關壞倫理學相關理論之開展，對社會正義和教育上的意涵。諾丁（Nel Noddings）是將關懷倫理學由人性發展層面加以理論化的第一人，諾丁的關懷倫理學重在加強人性的關懷力量，使得護持正義社會的人性活水源頭，得以長遠保有而源源不斷。崇托（J. C. Tronto）是在社會政治學的領域中去論述關懷實踐的理念和實踐規準；黑克曼（S. J. Hekman）將正義社會，定位在所有個殊處境的人，都能發出其獨特的心聲，而能在整個社會中去交流、溝通、爭取、關懷與被關懷，而成就一個異質的多元社會。崇托和黑克曼的關懷理論，對於關懷倫理學實踐正義理想的手段和主體定位，各有其進一步的創發。而要落實此二理論的社會實踐，可以在諾丁關懷倫理學所建構的教育計畫中，找到教育實踐的參考途徑。 | zh_tw |
| dc.description.abstract | This article analysis the ethics of care’s interpretations of social justice, and its implications of education. In Nel Noddings’ theory of ethics of care, the central energy of the ethical action is the response of human feelings. J. C. Tronto constructs the caring theory in politics-sociology to enlarge the praxis of caring in politics and society. 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. | en_US |
| dc.identifier | 3A7882C7-1200-CA09-8DD8-7B94C2102E5F | zh_TW |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/18910 | |
| dc.language | 中文 | zh_TW |
| dc.publisher | 國立台灣師範大學教育學系 | zh_tw |
| dc.publisher | Department od Education, NTNU | en_US |
| dc.relation | 46，31-51 | zh_TW |
| dc.relation.ispartof | 教育研究集刊 | zh_tw |
| dc.subject.other | 關懷倫理學 | zh_tw |
| dc.subject.other | 關懷 | zh_tw |
| dc.subject.other | 社會正義 | zh_tw |
| dc.subject.other | 教育實踐 | zh_tw |
| dc.subject.other | Ethics of care | en_US |
| dc.subject.other | Caring sentiments | en_US |
| dc.subject.other | Social justice | en_US |
| dc.subject.other | Educational praxis | en_US |
| dc.title | 關懷倫理學相關理論開展在社會正義及教育上的意涵 | zh-tw |
| dc.title.alternative | The Ethics of Care's Interpretations of Social Justice, and Its Implications of Education | zh_tw |