Carol Gilligan道德發展論中「關懷」概念及其在課程之蘊義

Abstract

Abstract This research focuses on the concept of “caring” in Carol Gilligan’s theory of moral development. This concept has aroused considerable suspicion and discussion in academia. Therefore, this thesis reviews the criticisms leveled against it, and Carol Gilligan’s response, which amounts to a theoretical turn, in the late 1980s. Furthermore, this thesis suggests that the concept of “caring” be reconsidered and revised, and addresses its implications for curriculum. Therefore, the aims of this thesis include: 1. To explore the concept of “caring” in Carol Gilligan’s theory of moral development. 2. To provide a critical analysis of this concept and its development in the late 1980s. 3. To probe into the implications of this concept for curriculum. In order to achieve these purposes outlined above, “theoretical research” is adopted as the research method. The following conclusions are drawn from this research: First, when applied to curriculum, the combination of justice and caring, as proposed by Gilligan, will bring into focus (1) the “holistic person education,” which aims to raise children to become both rational and emotional persons, and (2) “the perspective of curriculum”, which takes “gender as text” seriously. Second, Gilligan’s concept of “caring” embodies the principle of “difference.” It pays close attention to students’ personal experiences, and introduces “the true, the good and the beautiful” to the content of our curriculum. Moreover, this thesis suggests an integrative curriculum design of love, which should be combined with the transformative curriculum design of gender equity education. Third, the “practice of love and relationship” in Gilligan’s concept of caring implies that the curriculum design should pursue the goals of establishing a caring relationship between teachers and students, and constructing a learning environment centered on love and social caring. Fourth, the social constructionist perspective inherent in Gilligan’s concept of caring brings into play not only the issue of multiculturalism in curriculum, which involves race, class and gender, but also the topic of character education. Lastly, the non-linear aspect of the concept of caring draws attention to the action- and narrative-oriented approaches, and lays the ground for a research relationship that allows for intersubjectivity.