| 英文摘要 |
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. |
