İlgi Etiği Bağlamında Çocuğun Ahlaki Eğitimi

Abstract

Care ethics which has been dealt with in different contexts by many thinkers, has been put forward as an alternative to the existing ethical theories. Its founder is considered as Milton Mayeroff. For Mayeroff, to care means helping another person to grow up and realize himself/herself. Carol Gilligan is another thinker in care ethics tradition who has been mentioned as much as Mayeroff. Gilligan stresses that relations require a connection and the bonds established in this context are based not only on the capacity of empathy or listening to others but also on having a voice and a language. According to her, the place where care in human relations is most captured is the male-female relations. For Gillian the logic, care based on is the psychological rationale of the relations, and in this sense it is in contrast with the formal logic of justice which can be accepted as masculine. In this context, the concept underlying care is responsibility. Care which is raised in connection with responsibility is manifested as a principle of choice in itself and therefore does not entail the requirement to be accepted as a universal rule. On the other hand, Nel Noddings, whom we give more place to her opinions, is based her moral education on care. Moral education based on care ethics is not intended to investigate whether this education is suitable for everyone, but its aim is happiness. The way to achieve this aim is emphasizing the power to change society, by paying attention to the humanitarian needs, to the connections of mutual relations, and to the commitment. For Noddings, the world is not divided into two separate classes, which are caring and cared, on the contrary, each person has a different role in relation to care in different stages of his/her life. But even if we change roles, the contribution we make to the relationship is essential. Initially Noddings is emphasized that the child’s moral education begins at home and this education is centered on the needs expressed by the child. In order to maintain this development at school, Noddings places the use of stories in moral education. The character education of the child which starts with the stories is followed by four indispensable conditions in an moral educational program based on care. These conditions include; dialogue, practice, confirmation, and the regulation of schools based on care. In this context, we will talk about the stages of moral education of child based on care and the purposes and consequences of such an education in our article.