環境教育と道衝教育の間に : 生き方としてのケアリング再考

The main thesis of this study is to clarify the significance of caring in the realm of environmental education and moral education. In the earlier part of this paper, Nel Noddings\u27 theory of caring is retraced. Caring consists of the reciprocal relation of the one-caring and the cared-for. People as the ones-caring discover, she argues, the genuine and best self in the inclusion of and the confirmation of the cared-for. The cared-for has a responsibility for responding to the acts of one-caring. Strive to maintain the caring relationship leads to the ethic of reciprocity and ethical self. In the latter, I discuss the real caring for nature (animals, plants, earth, culture, and tradition) in the experiential learning under the environmental education program held in the high summer of 2003 in Aichi, Japan. The main and final part of this program was to make and leave a declaration for the future. The participants felt with, thought about, and act in the nature and the traditional life. They saw themselves not only as the ones-caring for nature and for next generations, but as the cared-for by their companions of nature. What is important of this program is the awareness and nurturance of caring experience, through which we can grow and glow.The main thesis of this study is to clarify the significance of caring in the realm of environmental education and moral education. In the earlier part of this paper, Nel Noddings\u27 theory of caring is retraced. Caring consists of the reciprocal relation of the one-caring and the cared-for. People as the ones-caring discover, she argues, the genuine and best self in the inclusion of and the confirmation of the cared-for. The cared-for has a responsibility for responding to the acts of one-caring. Strive to maintain the caring relationship leads to the ethic of reciprocity and ethical self. In the latter, I discuss the real caring for nature (animals, plants, earth, culture, and tradition) in the experiential learning under the environmental education program held in the high summer of 2003 in Aichi, Japan. The main and final part of this program was to make and leave a declaration for the future. The participants felt with, thought about, and act in the nature and the traditional life. They saw themselves not only as the ones-caring for nature and for next generations, but as the cared-for by their companions of nature. What is important of this program is the awareness and nurturance of caring experience, through which we can grow and glow