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This book advances a re-imagined view of caring in higher education. The author proposes an argument of rhythmic caring, whereby teachers hold back or release their judgments in such a way that students’ judgments are influenced accordingly. In doing so, the author argues that rhythmic caring encourages students to become more willing and confident in articulating their understandings, judgments and opinions, rather than being prematurely judged and prevented from re-articulating themselves. Thus, rhythmic caring can engender a different understanding of higher education: one that is connected to the cultivation of values such as autonomy, justice, empathy, mutual respect and Ubuntu (human dignity and interdependence). This book will be of interest and value to students and scholars of caring within education, as well as Ubuntu caring through the African context.
This book brings together a discussion of educational philosophy, nihilism and humanity to rethink education in times of crisis, with a particular focus on teaching and learning in universities. The book argues that an educational crisis manifests when the value of academic institutions come under attack, looking closely at how higher education practices have been devalued. The book is situated in the context of three intertwined crises; the coronavirus pandemic, economic decline resulting in poverty and unemployment, and the crisis of human migration. It questions what the role of education is, or ought to be, in times of crisis and how our humanity ought to be cultivated during such turbulent times. This novel and timely text will be of great interest to researchers, academics and postgraduate students in the fields of educational philosophy, higher education and international education.
With numerous examples to supplement her rich theoretical discussion, Nel Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. In Caring—now updated with a new preface and afterword reflecting on the ongoing relevance of the subject matter—the author provides a wide-ranging consideration of whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters.
This book explores questions of care in higher education. Using Joan Tronto’s seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively ‘undercare’ when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities.
Nel Noddings, one of the central figures in the contemporary discussion of ethics and moral education, argues that caring--a way of life learned at home--can be extended into a theory that guides social policy. Tackling issues such as capital punishment, drug treatment, homelessness, mental illness, and abortion, Noddings inverts traditional philosophical priorities to show how an ethic of care can have profound and compelling implications for social and political thought. Instead of beginning with an ideal state and then describing a role for home and family, this book starts with an ideal home and asks how what is learned there may be extended to the larger social domain. Noddings examines the tension between freedom and equality that characterized liberal thought in the twentieth century and finds that--for all its strengths--liberalism is still inadequate as social policy. She suggests instead that an attitude of attentive love in the home induces a corresponding responsiveness that can serve as a foundation for social policy. With her characteristic sensitivity to the individual and to the vulnerable in society, the author concludes that any corrective practice that does more harm than the behavior it is aimed at correcting should be abandoned. This suggests an end to the disastrous war on drugs. In addition, Noddings states that the caring professions that deal with the homeless should be guided by flexible policies that allow practitioners to respond adequately to the needs of very different clients. She recommends that the school curriculum should include serious preparation for home life as well as for professional and civic life. Emphasizing the importance of improving life in everyday homes and the possible role social policy might play in this improvement, Starting at Home highlights the inextricable link between the development of care in individual lives and any discussion of moral life and social policy.
Unitary Caring Science: The Philosophy and Praxis of Nursing takes a profound look at conscious, intentional, reverential caring-healing as sacred practice/praxis and as a necessary turn for survival. Jean Watson posits Unitary Caring Science for the evolved Caritas-conscious practitioner and scholar. A detailed historical discussion of the evolution from Caring Science toward Unitary Caring Science reflects the maturing of the discipline, locating the nursing phenomena of wholeness within the unitary field paradigm. An exploration of praxis as informed moral practice results in an expanded development of the ten Caritas processes, resulting in a comprehensive value-guide to critical Caritas literacy and ontological Caritas praxis. Watson writes for the Caritas Conscious NurseTM or the Caritas Conscious Scholar/Practitioner/Educator on the journey toward the deeper caring-healing dimensions of life. Unitary Caring Science offers a personal-professional path of authenticity, bringing universals of Love, Energy, Spirit, Infinity of Purpose, and Meaning back into nurses lives and their life’s work. Unitary Caring Science serves as a continuing, evolving message to the next generation of nurse scholars and healing-health practitioners committed to a praxis informed by mature disciplinary consciousness. Individual customers will also receive a secure link to select copyrighted teaching videos and meditations on www.watsoncaringscience.org.
This seminal volume delves into some of the doctoral research and pedagogical experiences within an African higher education context, making a case for the transformative potential of education and the integration of African indigenous philosophies into global educational practices. Through a collection of vivid narratives, the book situates philosophy of higher education by embodying the doctoral researcher and their initiation into academic life, revealing how doctoral pursuits in African higher education are not simply academic endeavours but deeply philosophical adventures that challenge, critique, and reimagine the role of education in society. Chapters advocate for a dynamic educational system that, rooted in African philosophies, nurtures democratic citizenship, embraces critical engagement, and fosters social justice. A call to action for researchers, students, and policy makers alike to view doctoral research as a powerful catalyst for change, the book offers fresh perspectives on addressing the continent's unique challenges, contributing to a more just and inclusive world. Ultimately considering the potential of academic research to shape the future of societies, both within Africa and globally, the book will appeal to researchers, academics and postgraduate students involved with the philosophy of education, higher education, and citizenship education, as well as these areas in African contexts specifically.
The central argument in this book revolves around the significance of an African philosophy of higher education. Such a philosophy is geared towards cultivating democratic iterations, co-belonging, and critique within human encounters. Together, these actions can enhance intellectual activism within and beyond the encounters. A philosophy of higher education is constituted by a philosophical act of reflexivity according to which (how), freedom (both autonomous and communal), cosmopolitanism (learning to live with differences and otherness), and caring with others (ubuntu) can be rhythmically practised. What makes an African philosophy of higher education distinctive and realisable is that practices ought to be based on iterations, co-belonging, and critique. If intellectual activism were not to become a major act of resistance on the basis of which educational, political, and societal dystopias can be undermined, such a philosophy of higher education would not have a real purpose. An African philosophy of higher education is an intellectually activist endeavour because of its concern to be oppositional to constraints in and about higher education. In conversation with such an understanding of this philosophy, contributors to this volume offer responses to why human freedom, cosmopolitanism, and caring with others (ubuntu) can be rhythmically enacted.
This book explicitly unites the concepts of higher education and love to examine how these concepts are mutually compatible. As the world of higher education moves towards the metrics of value, and the worth of knowledge becomes more valued in its use rather than its discovery, a crisis brews. If higher education is to contribute to the wellbeing of the self and of others, then the institution needs to be radically reviewed to see if, and how, love contributes to higher education within and beyond its walls. This book addresses the core question of what would the university might be like, today and into the future, if the timeless notion of love was the basis of its educative process, notwithstanding the material artefacts the university helps to create, but also as a way of framing approaches to higher education.
This book explores the argument to reconsider the idea of a university in light of the African ethic of ubuntu; literally, human dignity and interdependence. The book discusses, through the context of higher education discourse of philosophy and comparative education, how global universities have evolved into higher educational institutions concerned with knowledge (re)production for various end purposes that range from individual autonomy, to public accountability, to serving the interests of the economy and markets. The question can legitimately be asked: Is an ubuntu university different from an entrepreneurial university, thinking university, and ecological university? While these different understandings of a university accentuate both the epistemological and moral imperatives in relation to itself and the societies in which they manifest, it is through the ubuntu university that emotivism in the forms of dignity and humaneness will enhance a university’s capacity for autonomy, responsibility, and criticality. This book would be of academic interest to university educators and students in philosophy of education, comparative education, and cultural studies.