20世纪的社会动荡使得传统道德与道德教育都陷入困境，二者在时代的变化中呼唤关怀，诺丁斯关怀理论的重要性因此凸显。她提出将关怀作为道德教育的首要目标，并建构了系统的关怀教育模式。其理论试图解决“关怀何以可能”与“关怀如何可能”两个问题，前者从女性主义的全新视角建构起一种全新的伦理学理论，后者基于关怀伦理学构建新的道德教育模式并将其运用到教育实践中。 本文在对诺丁斯“关怀”涵义进行哲学层面的解析，对其关怀结构进行现象学的描述之后，阐述了关怀教育理论的构成。关怀教育侧重于从情感进行道德教育，从女性主义视角阐明善恶观与幸福观；采用榜样、对话、实践与肯认的融会贯通方法，以道德叙事取代道德说教，将直觉纳入道德教育的实践中；主张淡化道德教育的专职化色彩，将关怀作为教育的首要目标，实现始于家庭、学校主导、社会共建的道德教育总动员。 本论文并不止于对关怀教育理论本身的介绍与描述，一方面将其纳入关怀伦理学的视阈中进行研究，另一方面关注它的后续发展（与其它道德教育理论的对话，与自由主义、社群主义的论争以及在女性主义内部引起的争论），力图彰显关怀教育理论的价值与意义——在理论设计与实践要求上更加重视民主社会的人性需求与两性关系的和谐发展。针对关怀教育理论中的一些问题，一方面我们要努力寻求道德哲学与教育领域内的解答，另一方面也要把它看作一个社会政治问题，进入社会政治背景下继续追问，这样才能提炼出关怀对于整个人类群体的有益养分，同时也为关怀教育理论的未来发展提供方向。换言之，我们可以从女性主义的目标、道德教育的目标以及整个社会的和谐发展等层面对其进行展望。 结语部分主要针对关怀教育理论的本土化实践进行几方面的探索：融入传统道德文化的精髓；提升教师的关怀素养；消除道德教育甚至整个教育领域中的性别歧视；实现道德教育向生活的回归，从而为关怀教育理论在中国的生根发芽寻找合适的路径。
Traditional ethics and moral education have been in a difficult position because of the social unrest since the 20th century. Caring is then called for as the core demand in the moral education, and the importance of Norddings’ care education is highlighted under the condition. She advocates the caring as the primacy objective of moral education and builds the complete system of care education. The Noddings’ caring theory tries to solve two questions: “Why caring is possible?” and “How caring could be possible?” The former tries to construct a fire-new kind of ethics from feminist perspective——Care ethics, the latter sets up a new moral education theory based on the new ethics, and apply it to the educational practice. This dissertation analyzes the meaning of “caring” and the phenomenological description of its structure firstly, and then elaborates the theory of care education. The care education focuses on the emotional education, and explains the conceptions of good-evil and happiness from the feminist perspective. It involves modeling, dialogue, practice and confirmation and makes them combined and interpreted with each other. It incorporates the intuition into the practice of moral education and replaces the indoctrination with the moral narratives. The mode of education insists on deprofessionalizing moral education by setting caring as the primary objective of education and achieving the general mobilization of moral education which starts at home and finally leads to the school-led and community joint participation. This dissertation not only introduces the Noddings’ care education, but also explores it from the perspective of Care ethics, and tracks its later development (the dialogue with other moral education theories and the controversy with liberalism, communitarianism and other feminism theories). It tries to demonstrate the value of Noddings’ care education——attaching more importance to human needs and harmonious gender relations in both theory and practice in democratic society. Regarding the problems in the theory, we attempts to, on the one hand, look for solutions in the morality and education fields, and on the other hand, we must take them as social and political issues and inquiry them in the background of the social and political practice. By doing so, we can extract the beneficial nutrients of caring for the whole humanity and leave the room for the future development and perfection of the caring theory——looking ahead it from the objective of feminist, the goal of moral education and the harmony of the whole society. In the end, the dissertation analyzes some concerns about the localization of care education: firstly, integrating of the excellence of traditional morality and culture; secondly, enhancing the caring quality of one-caring (teacher); thirdly, eliminating the sexism in the moral education; and finally, fulfilling the return to life of the moral education, anyway, all the efforts are trying to find a positive way applying to care education to China.
