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Teaching care ethics: conceptual understandings and stories for learning
Journal of Moral Education (2013)
  • Colette Rabin, San Jose State University
  • Grinell Smith, San Jose State University
An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of ‘care’ that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers’ understandings of care differ from care ethics: (1) conflating the term of reference ‘care’ with its quotidian use; (2) overlooking the challenge of developing caring relationships; (3) tending toward monocultural understandings of care; and (4) separating affect and intellect. Awareness of these conceptions of care supports teacher educators to teach care ethics in more meaningful and relevant ways. We explore stories and their dramatization as a medium to facilitate effective and in-depth teaching of care ethics.
  • moral education,
  • care ethics,
  • teacher education
Publication Date
Publisher Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Moral Education, on 22 April 2013, available online:

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Citation Information
Colette Rabin and Grinell Smith. "Teaching care ethics: conceptual understandings and stories for learning" Journal of Moral Education Vol. 42 Iss. 2 (2013) p. 164 - 176 ISSN: 0305-7240
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