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- W3120616047 abstract "Using the framework developed by Freter, I point out that, despite normative uncertainties, educators should engage their concern, volition, and practice in order that what ought to be for students can be sought. How this theoretical exploration of caring is extrapolated into classroom practice is found in a synthesizing of Nicholas Burbules and Susanne Rice's (1992) concept of communicative virtues, Nel Noddings' (2012) work on caring as a relational dialogue, Schmitz, Mullan, and Slaby (2011) thoughts on affective involvement, and Barbara Thayer-Bacon and Charles Bacon's (1996) philosophical investigation into a model of caring educator. I will then humanize my contribution by adding personal testimony and philosophical conceptualization of particular experiences with pedagogical practices of care as an educator in primary, secondary, and tertiary educational settings. I conclude with some discussion on the risks and uncertainties inherent in such an endeavor." @default.
- W3120616047 created "2021-01-18" @default.
- W3120616047 creator A5084603024 @default.
- W3120616047 date "2021-01-18" @default.
- W3120616047 modified "2023-09-26" @default.
- W3120616047 title "The Caring Teacher: A Philosophical Exercise in Praxis" @default.
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- W3120616047 doi "https://doi.org/10.1108/s2055-364120200000035007" @default.
- W3120616047 hasPublicationYear "2021" @default.
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