Noelle Leslie Dela Cruz

This paper evaluates Nel Noddings’s view of moral education in the context of teaching in a Philippine university. It first presents the key aspects of Noddings’s ethical theory, identifying her three strategic moves as follows: the dissolution of the public/private split, the replacement of justice-based punishment system with a caring system, and the promotion of care work as the core of education itself. Through a discussion of two cases of academic dishonesty, the author assesses the merits of these strategies and recommends a re-conceptualization both of care ethics and the existing educational paradigm

My aim in this paper is to explore what Paul Ricoeur's theory of narrative can contribute to the discussior about the nature and aims of education. Debates about what learning is and how teaching ought to be conducted are usually based ontological theories, i.e., claims about the nature of pedagogy and its desiderata. Theories of narrative (seeTaylor 1989, Polkinghorne 1988, Carr 1986, and Mctclntyre 1981, for example) are usually applied to discussions about teaching and research methods. However I want to show that Ricoeur's concept of narrative identity is relevant not just to issues of methodology; it has both ontological and ethical implications. It constitutes the basis of a unique view of the learning process, one that emphasizes intersubjectivity and authenticity. It also provides a set of ethical principles for the practice of teaching as storytelling.