Nel Noddings「教學即關係性實踐」之析論

Nel Noddings's Teaching as a Relational Practice

本研究透過Noddings對MacIntyre「教學非實踐」之批判，進而建構 Noddings 具有女性洞見之「教學即關係性實踐」。經由分析與討論「教學非實踐」與「教學即關係性實踐」之相關文獻。獲得如下結果：一、MacIntyre教學非實踐觀中「教學僅是一種工具」的論點無法解釋教學的豐富涵義。二、研究從教學即關係性實踐之涵義、目的與落實的向度，建構出教學即關係性實踐觀。三、研究提出三項對Noddings觀點的質疑：過於強調被關懷者之核心地位、造成關懷與正義的緊張關係、重脈絡輕原則。四、研究歸結對教育四項啟示：發揮教學內在善彌補教學工具性不足、回歸教育的關懷本質、調合教學即關係性實踐中的價值衝突、落實教學即關係性實踐的特質於教育場域。

This study criticizes MacIntyres viewpoint, “teaching is not a practice,” and constructs Noddingss feminine insight, “teaching as a relational practice.” The research has analyzed and discussed the literatures that are related with “teaching is not a practice” and “teaching as a relational practice.” The results of research are as follows: First, the concept of “teaching is never more than a mean” cannot explain the profound meanings of teaching. Second, the research uses the meanings, ends, and practices of “teaching as a relational practice” to construct the concept of “teaching as a relational practice.” Third, there are three criticisms on Noddingss ideas: emphasizing too much on the core position of cared-for, creating a tension between care and justice, and preferring context to rule. Fourth, there are four implications for education: expanding the intrinsic good of teaching to remedy the instrumental deficiency of teaching, returning to the nature of caring in education, moderating the conflict of values in “teaching as a relational practice,” and realizing the traits of “teaching as a relational practice” in education.