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The Participation of Teachers, Parents and Students in Caring
According to world-renowned educationists Nel Nooding (1998), relationships that exists between teacher, student and parents is essential in positive development of student’s education. There are varying opinions as to where the initial stage of caring development starts. For instance, there are those that suggest that, parents are the foundations of positive Caring relationships while others posit that, teachers are deliberately trained to create and maintain caring relationships between parents, teachers and students. This academic postulation is tasked with investigating this relationships and fundamental flaws that are encountered in the process of building such relationships.
Empirically, and most fundamentally, when teachers are perceived to be in a caring relationship, their main intention is to strengthen knowledge capacity for full academic attainment of students. Teachers, as the epitome of school caring functions, are in charge of ensuring that, students are encouraged to be proficient learners. Teachers are also important personalities in strengthening student`s character while considering that the world is full of compassion and hospitality. In addition to this, teachers are responsible for ensuring strong caring relationships in all students; this should be undertaken with full knowledge that, the world is filled with unity and justice.
Furthermore, when teachers approach students and parents with a caring intention, it implies that, the teacher trusts and believes that, the student and parents have full Capacities to become a learner. In addition, a teacher should have trust that, both the student and Parents have a willingness to foster education (Slote, 1999). Hypothetically, it is perceived that teachers view parents and students as able to foster positive environments that are associated with learning. In this aspect, it is perceived that, parents, teachers and students, can create a hospital, conducive, receptive and human-learning environment. This relationships between parents, teachers and students, are projected to acknowledge each persons identity and develop a society of willing learners. The relationship should depict the world as a positive place for learning while respecting all the process of learning. At the same time, the relationships should value the principles of freedom as an important ingredient of life. More importantly, since teachers are perceived as the archetype of all this relationships, they are in the best position to instill dreams, hopes, aspirations to students,, and more importantly, make them view the world as a place of connections, friendliness, learning and holistic justice (Slote, 1999).
While the gender gap is evidently clear between men and women who care, Social research founded by catalyst 2010 reveals that, women and men care at the same levels; however, such stereotyping as men take charge while women take care seems to trump the reality at hand. However, academician like Nel Nodding, posit that, there are differences between how women and men care. She argues that women are take care through such aspects as rewarding while men take charge through delegation and upward influence purely as a moral act. Nel Noooding (1998) argues that caring has a lot to do with inherent or natural abilities to care.
Natural caring phenomenally takes the direction of physical and emotional experiences of taking care. That is the natural attachment that we have over children and members of our society. It is a type of caring which doesn’t involve any ethical efforts, (Nel Nodding 2002). Natural care then commits to a moral good or a longing for a good that comes because of experiences of feeling that you are cared for. In addition, Caring has three basic concepts that must be met in order for an act to be considered as explicit care in an educational setting.
- Modeling – education setting consists of an environment that is concerned with the growth of knowledge for the carer and the cared. In this aspect, it is vital that educators be models for caring behavior that is, not only offering reference materials for caring, but having a practical demonstration that indeed they can care.
- Dialogue – The intentions of a society in engagement with an education system is through dialogue. Dialogue is essential because people in an education setting endeavor to find out emotional concerns of the cared while the carer has to be keen on the prevailing feedback of the cared. Dialogue is essential because it enable the carer to assess their abilities and extend to care. In addition, dialogue contributes to the emotional growth of people who are cared for (Gord.............
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