• Philosophy of Education
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• no.58
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• pp.33-56
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• 2016

Multicultural education is what educates the comprehension about social structure, social criticism, and an ideology of participatory democracy. A discussion about equality education based on the ethic of equal caring so that individual life is in harmony with communal life has very important meaning to actualize the equality of multicultural community. Therefore, this study explored 'caring in education' as care community which takes care of self and the inner circle as well as provides care of others. I analyze Walzer's concept of Complex Equality that criticizes the social alchemy in which man possesses various social goods through the possession of one good, namely the dominant good. Next, I discuss Noddings's caring in education which examined, focusing on the possibility that caring in education can be the new curriculum that every student is able to pursue excellence.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.91-112
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• 2014

The purpose of this study is to analyze how the elements of activating happiness education suggested by Noddings is reflected in the Home Economics part of Middle School Technology-Home Economics Textbook Volume 2 of 2009 Curriculum Revision. The introduction style of unit, sub-unit, and small chapter, the objectives, the body contents, the activity resources, the tables/diagrams/pictures, the supplementry and advancedl materials, and the wrap-up and evaluation of sub-unit and units of Home Economics part of Technology Home Economics textbook volume 2 were analyzed. Noddings suggested the elements for activating happiness education in five areas of personal life sector including 'home making', 'place and nature', 'parenting', 'chracter and spiriual experiences', and 'growth of interpersonal relationships' and two areas of public one including 'preperation for work' and 'community, democracy and voluntary activities'. The specific elements in seven sectors of activating happiness education were extracted using the content analysis. How the elements of those suggested by Noddings were reflected in the various parts of the textbook were analyzed in terms of the closeness of approaches, contents, and procedures between Noddings's and textbook. The major findings of this study were as follows: 1. The degree to which the elements of activating happiness education were reflected in the textbook differed by each unit. The elements of activating happiness education were reflected the most frequently in the unit of 'Unit of Practice of Eco-friendly Family Life' and the least frequently in the unit of 'Unit of Career and Life Planning'. 2. The Home Economics units of Technology Home Economics textbooks 1&2 reflects the factors of personal life and public life that Noddings suggested for activating happiness. However, personal life-related factors are relatively more reflected in the units than the public life-related factors. 3. Although the elements of activating happiness education were generally reflected in all the elements of a textbook, these elements were relatively more reflected in the Unit Introduction, Sub-unit Introduction, Chapter and Introduction, Objectives, body contents and tables/diagrams/pictures.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.31-53
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• 2014

The purpose of this study is to analyze how the elements of activating happiness education suggested by Noddings is reflected in the Home Economics part of Middle School Technology-Home Economics Textbook Volume 1 of 2009 Curriculum Revision. The introduction style of unit, sub-unit, and small chapter, the objectives, the body contents, the activity resources, the tables/diagrams/pictures, the supplementry and advancedl materials, and the wrap-up and evaluation of sub-unit and units of Home Economics part of Technology Home Economics textbook volume 1 were analyzed. Noddings suggested the elements for activating happiness education in five areas of personal life sector including 'home making', 'place and nature', 'parenting', 'chracter and spiriual experiences', and 'growth of interpersonal relationships' and two areas of public one including 'preperation for work' and 'community, democracy and voluntary activities'. The specific elements in seven sectors of activating happiness education were extracted using the content analysis. How the elements of those suggested by Noddings were reflected in the various parts of the textbook were analyzed in terms of the closeness of approaches, contents, and procedures between Noddings's and textbook. The major findings of this study were as follows: 1. The degree to which the elements of activating happiness education were reflected in the textbook differed by each unit. The elements of activating happiness education were reflected the most frequently in the unit of 'Understanding Adolescence' and the least frequently in the unit of 'Self-management of Adolescence'. 2. Although the elements of activating happiness education were generally reflected in all the elements of a textbook, these elements were relatively more reflected in the body contents and tables/diagrams/pictures.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.1
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• pp.41-49
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• 2003

Purpose : This study was to illuminate the main characteristics and limits of the feminine ethics of care when it applies to the nursing ethics, and suggested sufficient conditions of care ethics in nursing in order to actualize the autonomy for nurses. Method : This study inquired the relationship between the ethical trait of caring in nursing and Gilligan & Noddings's moral theory as feminine ethics in relation to supporting the nursing ethics. In contrast to traditional moral theories based on universal principles, Gilligan's moral theory emphasized the conscious of the interpersonal relationship on the basis of the empathy and the responsibility for the other's need in contextual situations, and Noddings developed her ethics based on mothering as a model for the caring relation, the moral feature of which was characterized as reciprocity, receptiveness and responsiveness. Result : The feminine ethics of care came to support nursing ethics considering the nterpersonal relationship and responsibility. However, it did not show a possible ideal of nursing ethics because it has some difficulties in actualizing the nurse's individual and professional autonomy in the health care system. Conclusion : Therefore, in order that ethics of care can be an ideal and universal nursing ethics, it should be studied in proper direction, that is, toward actualization of the autonomy of the universal ethical self in relation to the concern and responsibility for the other.