对“关爱”意义的探究

Exploration into the Meaning of Care

教育者们面临着挑战:丰富一种教学的道德词汇内涵,使它敏感于活生生的、经验过的教学关系。本文通过对“关爱”意义的简略探究,给出了一个现象学困惑,它涉及到专业的“关爱”概念和日常“关爱”体验之间的关系。专业的“关爱”概念常常忽略其敏感而微妙之处,但对许多父母和教师而言,“关爱”被体验为忧虑和责任,而这种忧虑常会由于自身的幸福感受被忽略。面对这一困惑,作者围绕“当道德语言变成专业的理论词汇、意义变得模糊或被消解之后会发生什么”的问题展开讨论。

Educators are challenged to develop a moral vocabulary of teaching and this language needs to be sensitive to the way that pedagogical relations are lived and experienced. This brief exploration into the meaning of care offers a phenomenological puzzle. It concerns the relation between professionally received meanings of the ethical concept of care and the lived experience of caring. The language of care tends to pass over more subtle and deeply felt sensibilities. It seems that for many parents and teachers caring commonly means worrying--or better caring is experienced as worrying responsibility. But this worry is often passed over in favor of happier or more acceptable categories. Relevant questions are raised and discussed in the paper.