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Educating Moral People: A Caring Alternative to Character Education
In this collection of essential essays, Nel Noddings examines alternatives to prevailing models of character education—a sympathetic approach based on an ethic of care. Covering both stories in the classroom and controversial issues in education, Noddings describes the similarities and differences between character education and care ethics…examines how moral education might be infused throughout the curriculum…and calls for greater cooperation across fields and more attention to the practical problems of everyday teaching.
- GenresEducation
192 pages, Paperback
First published December 14, 2001
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About the author
Nel Noddings
60 books52 followersNel Noddings is an American feminist, educationalist, and philosopher best known for her work in philosophy of education, educational theory, and ethics of care.
Noddings received a bachelors degree in mathematics and physical science from Montclair State College in New Jersey, a masters degree in mathematics from Rutgers University, and a Ph.D. in education from the Stanford University School of Education.
Nel Noddings worked in many areas of the education system. She spent seventeen years as an elementary and high school mathematics teacher and school administrator, before earning her PhD and beginning work as an academic in the fields of philosophy of education, theory of education and ethics, specifically moral education and ethics of care. She became a member of the Stanford faculty in 1977, and was the Jacks Professor of Child Education from 1992 until 1998. While at Stanford University she received awards for teaching excellence in 1981, 1982 and 1997, and was the associate dean or acting dean of the School of Education for four years. After leaving Stanford University, she held positions at Columbia University and Colgate University. She is past president of the Philosophy of Education Society and the John Dewey Society. In 2002-2003 she held the John W. Porter Chair in Urban Education at Eastern Michigan University. She has been Lee L. Jacks Professor of Education, Emerita, at Stanford University since she retired in 1998.
Nel Noddings has 10 children and in 2009 had been married for 60 years. She has described her early educational experiences and her close relationships as key in her development of her philosophical position.
Noddings received a bachelors degree in mathematics and physical science from Montclair State College in New Jersey, a masters degree in mathematics from Rutgers University, and a Ph.D. in education from the Stanford University School of Education.
Nel Noddings worked in many areas of the education system. She spent seventeen years as an elementary and high school mathematics teacher and school administrator, before earning her PhD and beginning work as an academic in the fields of philosophy of education, theory of education and ethics, specifically moral education and ethics of care. She became a member of the Stanford faculty in 1977, and was the Jacks Professor of Child Education from 1992 until 1998. While at Stanford University she received awards for teaching excellence in 1981, 1982 and 1997, and was the associate dean or acting dean of the School of Education for four years. After leaving Stanford University, she held positions at Columbia University and Colgate University. She is past president of the Philosophy of Education Society and the John Dewey Society. In 2002-2003 she held the John W. Porter Chair in Urban Education at Eastern Michigan University. She has been Lee L. Jacks Professor of Education, Emerita, at Stanford University since she retired in 1998.
Nel Noddings has 10 children and in 2009 had been married for 60 years. She has described her early educational experiences and her close relationships as key in her development of her philosophical position.
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Displaying 1 - 6 of 6 reviews
February 24, 2020
A very interesting book. Nel Noddings is a force.
August 3, 2024
Nel Noddings' Educating Moral People: A Caring Alternative to Character Education is a compelling examination of moral education through care ethics. In this work, Noddings critiques traditional character education programs that often focus on instilling predetermined virtues, advocating instead for an approach that prioritizes caring relationships and the development of empathy.
Noddings argues that moral education should go beyond teaching specific traits and instead foster an environment where students learn to care for themselves, others, and their communities. Her approach emphasizes the importance of dialogue, understanding, and genuine connection.
Noddings' ability to provide practical guidance for implementing a caring approach in educational settings makes this book particularly impactful. She offers strategies for teachers to nurture empathy and compassion. Her emphasis on real-life experiences and the context of students' lives aligns with a holistic view of education, where moral development is intertwined with personal growth and community engagement.
Noddings argues that moral education should go beyond teaching specific traits and instead foster an environment where students learn to care for themselves, others, and their communities. Her approach emphasizes the importance of dialogue, understanding, and genuine connection.
Noddings' ability to provide practical guidance for implementing a caring approach in educational settings makes this book particularly impactful. She offers strategies for teachers to nurture empathy and compassion. Her emphasis on real-life experiences and the context of students' lives aligns with a holistic view of education, where moral development is intertwined with personal growth and community engagement.
July 23, 2020
Probably the best overview of Noddings' work.
February 8, 2024
Recommending this book for our ethical leadership seminar
October 7, 2007
This is a very good book! Noddings is a contemporary thinker in the field of education. She is primarily a math teacher, and she has a PhD but she also has 10 kids, 5 adopted. She had written a number of books about caring. Here are some of the arguments she makes in this one:
-Care ethics is more effective than character education
-People need to learn to care and to be cared for
-Every teacher is a moral educator whether or not s/he intends to be.
- Moral education should be an intentional part of schooling.
- Schools should be reconstructed as multipurpose institutions
-controversial issues should not be avoided in school, but rather stirring arguments can be presented from both sides and the discussion that follows is the foundation for critical thinking
-currently, inclusion of women in education is trying to fit them into a male framework. This is not acceptable.
- need a real place for women's understandings, knowledge, and women's traditions in school
- stories are a strong educational tool
-caring for is different and more effective than caring about
-there is a false need for greater academic training. Instead we need to care for children, reduce violence, respect honest work, reward excellence at every level, ensure a place for everyone in economic and social world, produce people who can care competently and contribute effectively to communities
-conversation of all types is beneficial in schooling
-Care ethics is more effective than character education
-People need to learn to care and to be cared for
-Every teacher is a moral educator whether or not s/he intends to be.
- Moral education should be an intentional part of schooling.
- Schools should be reconstructed as multipurpose institutions
-controversial issues should not be avoided in school, but rather stirring arguments can be presented from both sides and the discussion that follows is the foundation for critical thinking
-currently, inclusion of women in education is trying to fit them into a male framework. This is not acceptable.
- need a real place for women's understandings, knowledge, and women's traditions in school
- stories are a strong educational tool
-caring for is different and more effective than caring about
-there is a false need for greater academic training. Instead we need to care for children, reduce violence, respect honest work, reward excellence at every level, ensure a place for everyone in economic and social world, produce people who can care competently and contribute effectively to communities
-conversation of all types is beneficial in schooling
December 14, 2008
A quick read at under 150 pages, but most of it seemed obvious to me. I liked the message, but the book didn't engage me as much as I'd hoped.
Displaying 1 - 6 of 6 reviews