This thesis offers an analysis of a particular issue concerning the normativity of the ethics of care which is presently ever more relevant for this branch of ethics. This is the issue of how one could describe the normative content of the ethics of care and its specificity and what could be a normative foundation for this ethics. The goal of this thesis is to scrutinize main theoretical tendencies of the normative development of the ethics of care and to put forward the new developmental possibilities. In order to achieve this objective several steps are made. First of all, the works of first care ethicists (Carol Gilligan, Nel Noddings, Sara Ruddick, etc.) are analysed so as to reconstruct the ethical meaning of the notion of care and the constitutive factors of it. It is argued that the specificity of the ethics of care is established by the relational ethical approach: the point of departure in this case is relation and relational moral agency. The analysis of the subsequent discourse of the ethics of care provides a critical view towards the tendency apply traditional moral theories, mostly virtue and sentimentalist ethics, for the normative purposes. It is argued that the attempts to conceptualise normative vocabulary of the ethics of care applying the concepts from other moral theories conceal the relational character of this branch of ethics. In order to find sufficient conceptual recourses for the development of the normative content of the relational ethics of care... [to full text] / Disertacijoje keliamas šiuo metu vis aktualesniu tampantis rūpesčio etikos normatyvinis klausimas: kaip galima aiškiau apibrėžti normatyvinį šios etikos turinį ir koks galėtų būti jos normatyvinis pagrindas. Disertacijos tikslas – ištirti pagrindines teorines rūpesčio etikos normatyvinio plėtojimo tendencijas ir išryškinti naujas jos vystymo galimybes. Siekiant šių tikslų, analizuojami pirmųjų rūpesčio etikos kūrėjų (Carol Gilligan, Nel Noddings, Eva Feder Kittay etc.) darbai. Nagrinėjant jų idėjas, rekonstruojama etinė rūpesčio/rūpinimosi sąvokos reikšmė, rūpestį/rūpinimąsi konstituojantys veiksniai. Teigiama, kad rūpesčio etikos specifiką formuoja reliacinė etinė prieiga, t. y. šios etikos išeities taškas yra santykiai, santykių konstituojamas moralinis veikimas. Analizuojant vėlesnių rūpesčio etikos plėtotojų (Michael Slote, Raja Halwani) idėjas, kritiškai nagrinėjama tendencija normatyvinei rūpesčio etikos plėtrai pasitelkti tradicinių moralės teorijų – dorybių ir sentimentalizmo etikos – sąvokas. Teigiama, kad bandymai konceptualizuoti normatyvinį rūpesčio etikos žodyną kitų moralės teorijų sąvokomis užgožia reliacinį rūpinimosi pobūdį. Ieškant konceptualinių resursų, kurie padėtų plėtoti normatyvinį reliacinės rūpesčio etikos turinį, nagrinėjamos filosofų Simone Weil, Iris Murdoch, Soran Reader, Emmanuelio Levino idėjos. Ginama tezė, kad rūpesčio etikos specifiką atskleidžia normatyvinis žodynas, leidžiantis konceptualizuoti moralinius rūpinimosi reikalavimus... [toliau žr. visą tekstą]

Using postfoundational and postqualitative frameworks, this dissertation considers what materializes when four child care centres adopt a multiage grouping structure, which includes children born in four consecutive years in each centre. The research question asks how do children live their lives in multiaged child care? To explore that question, the study challenges developmentalism as the dominant principle for organizing child care groupings. Engaging with three theoretical concepts, caring relations, dwelling, and becoming, the dissertation further questions: a) what characterizes relationships in these multi-aged centres? b) how do children negotiate through the curriculum in the centres? c) how can the children’s transformations be conceptualized in postdevelopmental theory/practice? This action research project employs the process of pedagogical narrations to story three ordinary moments that occurred in the child care centres. The pedagogical narrations process extends those storied moments through the critical reflections of the caregivers who work in the centres. The analytic process, thinking with theory, plugs-in the three concepts, caring relations, dwelling, and becoming, to the stories, producing beyond-developmental understandings of children, childhood, and child care. The study demonstrates pedagogical narrations as an effective postqualitative methodology for caregivers to research their own practices. This study concludes that child care structures such as age groupings, require situated ethics of care and responsibility, as well as, an early years reconceptualized curriculum that resists universalizing and normalizing practices in favour of situated ones. Considering caring relations, in spaces for young children, provides a context for thinking beyond simply, and only, adults caring for children, to thinking of children in relations of care with place, other non-human beings and non-living things, as well as other people, including other children and adults. Thinking with the dwelling concept encourages an attention to the present in early years settings, allowing more-than-developmental interests to flourish. Thinking becoming means thinking becoming-other, and positions subjectivities, including those of children, caregivers and place as unstable, shifting, and in relation. / Graduate

Thesis (doctoral)--Uppsala universitet, 1997. / Includes bibliographical references (p. 223-235).

Thesis (M.A.)--Indiana University, 2008. / Title from screen (viewed on August 28, 2009). Department of Philosophy, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Peter H. Schwartz. Includes vita. Includes bibliographical references (leaves 61-66).

Thesis (doctoral)--Uppsala universitet, 1997. / Includes bibliographical references (p. 223-235).

Thesis (Ph.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 364-379) and index.

The increasing prominence of faith-based organisations (FBOs) in providing welfare in the UK has typically been regarded as a by-product of neoliberalism, as the gaps left by shrinking public service provision and the contracting out of service delivery have been filled by these and other Third Sector organisations. In this way, FBOs have been represented as merely being co-opted as inexpensive resource providers into the wider governmentalities of neoliberal politics – a process that allows a particular secularised form of religion in the public realm. In contrast FBOs working outside the financial and regulatory frameworks of government are understood to resist co-option and maintain the integrity a faith-motivated approach - an approach commonly assumed to be ideologically coercive and tainted by proselytising self-interest. This thesis challenges these conventional accounts of FBOs and the bifurcation of third sector welfare providers into “insiders” and “outsiders”. Drawing upon in-depth ethnographic research with FBOs providing drug rehabilitation services in the UK – and with the clients of these services – this thesis illustrates how neoliberalism can be co-constituted through the involvement of FBOs, which can offer various pathways of resistance in and through the pursuit of alternative philosophies of care and political activism. I critically question the difference faith makes in the processes of care and welfare in FBOs, critiquing the varied ethics of care derived in part from theological belief, and emphasise the relationships of care embodied and performed within organisational spaces as to complicate oversimplified stories of neoliberal co-option, proselytisation and social control. Equally, I argue that some accounts of secularisation of FBOs overlook a broader rapprochement between secular and faith-based ethical motivations, which can solicit new political and ethical spaces that run counter to, and sometimes actively resist, neoliberal (and religious) governmentalities. By drawing attention to the ethical agency of staff and clients in these spaces of care and regulation, this thesis paves the way for a more nuanced understanding of the geographies of faith, welfare and neoliberalism.

The thesis deals with the problematics of a family in relation to the Amoris laetitia document with regard to social work. The thesis reflects transformation of a family recorded by empirical sciences, as well as transformation of the concept of a family from a Christian perspective. It monitors pathological phenomena associated with the environment of a family and offers possible solutions to individual sociopathological phenomena from a social worker's position inspired by the Amoris laetitia document. Finally, the thesis presents incentives that this document provides for social work.

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2015-07-07T13:18:40Z No. of bitstreams: 1 Tese de Alexnaldo Teixeira Rodrigues.pdf: 1644445 bytes, checksum: eef7278a9d4f793af382f291fe394b64 (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2016-01-25T12:50:04Z (GMT) No. of bitstreams: 1 Tese de Alexnaldo Teixeira Rodrigues.pdf: 1644445 bytes, checksum: eef7278a9d4f793af382f291fe394b64 (MD5) / Made available in DSpace on 2016-01-25T12:50:04Z (GMT). No. of bitstreams: 1 Tese de Alexnaldo Teixeira Rodrigues.pdf: 1644445 bytes, checksum: eef7278a9d4f793af382f291fe394b64 (MD5) / FAPESB / Nossa investigação se insere no âmbito da filosofia da educação e da ética e tem como objetivo compreender, a partir do histórico do curso de pedagogia e de duas direções antagônicas da ética, qual o caminho mais apropriado para a formação moral do(a) pedagogo(a). Diante disso, os objetivos específicos do trabalho se definem em: 1) Conhecer a trajetória do curso de pedagogia e os seus diferentes marcos conceituais e ideológicos que configuram um ethos; 2) Discutir o modelo hegemônico da ética na sociedade brasileira (ética do dever) e suas interfaces com a educação 3) Analisar em que consiste a ética do cuidado e seu diferencial para a formação docente; 4) Compreender e apontar o ethos da docência a partir do seu compromisso dialógico entre as dimensões do dever e do cuidado. Nossa afiliação epistemológica tende ao enfoque epistemológico psicodinâmico, tendo em vista a explorar as consequências de as formulações éticas terem sido, majoritariamente, construídas por homens, excluído o ponto de vista das mulheres. Ademais, a tessitura teórica desse trabalho parte da perspectiva de um pluralismo ético que reconhece que diferentes pontos de vista da filosofia moral apresentam contribuições que não necessitam descartar as restantes. Cada ponto de vista ético mostra que ser moral é interessante para uma pessoa porque é os mesmo que explorar as melhores possibilidades que se tem como pessoa. Acreditamos que a ética é de suma relevância para pensar a formação do(a) pedagogo(a), uma vez que a educação, em sentido amplo, não se reduz a um formalismo externo (normas de cortesia e etiqueta, saber se portar em certas ocasiões, etc.). Ela abarca a socialização e a integração de homens e de mulheres na sociedade e deve englobar aspectos morais do dever e do cuidado. Our research falls within the scope of the philosophy of the education and ethics and aims to understand, which is the most appropriate way for the moral formation of a teacher, from the history of the pedagogy course and two opposing directions of ethics. Therefore, the specific objectives of the work are defined as: 1) Knowing the trajectory of the pedagogy course and its various conceptual and ideological frameworks that shape an ethos ; 2 ) Discuss the hegemonic model of ethics in Brazilian society ( ethics of duty ) and their interfaces with education 3 ) Analyze what is the ethic of care and its differential for teacher training ; 4 ) Understand and point the ethos of teaching from their dialogical compromise between the dimensions of duty and care. Our epistemological approach tends to the psychodynamic epistemology, in order to explore the consequences brougth by of the ethical formulations mostly built by men, excluding the women's point of view. Furthermore, the theoretical fabric of this work arrises from the perspective of an ethical pluralism that recognizes that different points of view of moral philosophy have contributions than can coexist with the others left out. Each ethical point of view shows that being moral is interesting for a person because it is the same as exploring the best possibilities you have as a person . We believe that ethics is of paramount importance to consider the formation of an educator, since education in the broadest sense, is not simply an external formalism (rules of courtesy and etiquette, learn to behave in certain ocasions, etc.). It embraces the socialization and integration of men and women in society and should encompass moral aspects of duty and care .

Uma reflexão sobre a formação educacional integral da criança na Educação Infantil relacionada à necessidade da prática da ética do cuidado no fazer pedagógico nas instituições de Educação Infantil visualizando a formação de um adulto no futuro com construção ética em seu agir pessoal e social. O primeiro capítulo traça um caminho até a ética do cuidado. Para tanto, conceitua ética, distingue ética de moral e apresenta a construção ética e moral da criança na Educação Infantil. Atualmente, percebe-se que o conceito de ética é, por muitos, confundido com o conceito de moral. Entender que moral é parte da ética, e que ética é a conduta de comportamento que engloba não só a moral, como também, as virtudes e os valores, é um dos focos neste capítulo. Diante da compreensão do que é ética e do que é moral, busca-se o entendimento sobre ética do cuidado, onde apresenta-se seu conceito e suas vertentes: natural e essencial. Finaliza-se, desvelando a construção ética e moral da criança na fase da Educação Infantil através de modelos visualizados vivenciados. No segundo capítulo, destaca-se um estudo direcionado especificamente à Educação Infantil. Após seu conceito, o relato de um breve histórico traz à tona o pensar de alguns teóricos que influenciaram a Educação Infantil, como Kohlberg, Montessori, Pestalozzi, Vygotsky, Piaget, entre outros. Em seguida diferencia-se cuidar de educar, estabelecendo o papel de cuidar na Educação Infantil, a necessidade de um educador com formação adequada para atuar na Educação Infantil, consciente do seu papel e da importância do lúdico para o cuidar e o brincar nesta fase, bem como, o papel da família na formação educacional da criança. No terceiro capítulo é dada ênfase aos Referenciais Curriculares Nacionais para a Educação Infantil. Após apresentação dos referenciais, é direcionado um estudo sobre os conceitos presentes nos referenciais sobre o que se apresenta quanto à filosofia da educação, cuidar, ética, ética do cuidado, o perfil desejado para o docente da Educação Infantil e da família presente na Educação Infantil. Por fim, o quarto capítulo propõe, a partir dos estudos visualizados nos capítulos anteriores, sugestões para o fazer na Educação Infantil voltado à prática da ética do cuidado, natural por obrigação, e essencial, por necessidade de sua importância para a formação educacional integral da criança na Educação Infantil, oportunizando a construção de um novo adulto no futuro, agindo também de acordo com sua formação ética. / A reflection on the educational development of children in Early Childhood Education related to the need to practice the ethics of care in making teaching in institutions of kindergarten viewing the formation of an adult in the future with building ethics into their personal and social action. The first chapter gives way to an ethics of care. To that end, considers ethical, moral and ethical distinction has ethical and moral construction of the child in kindergarten. Currently, it is clear that the concept of ethics is, by many, confused with the concept of morality. Understanding that is part of moral ethics, and ethical conduct is behavior that includes not only moral, but also the virtues and values, is one of the focuses in this chapter. Given the understanding of what is ethical and what is moral, we seek to understand the ethics of care, which presents its concept and its forms: natural and essential. Ends up, revealing the moral and ethical construction phase of the child in kindergarten through models displayed experienced. In the second chapter, there is a study directed specifically to children's education. After his concept, the story of a brief history brings out the thinking of some theorists who influenced the early childhood education, and Kohlberg, Montessori, Pestalozzi, Vygotsky, Piaget, among others. Then differentiates to educate caring, establishing the role of caring in children's education, the need for a properly trained teacher to work in Early Childhood Education, aware of its role and importance of caring for the play and play at this stage as well as the family's role in educational attainment of children. In the third chapter the emphasis is on the National Curricular References for Child Education. After presentation of reference, is directed a study on the concepts found in the references on what is presented on the philosophy of education, care, ethics, ethics of care, the desired profile for the teaching of early childhood education and family from the Early Childhood Education. Finally, the fourth chapter suggests, as viewed from the studies in previous chapters, make suggestions for Childhood Education focused on the ethical practices of care, a natural obligation, and essential, by necessity of its importance to the educational integral child in kindergarten, allowing the construction of a new adult in the future, by acting according to their ethical training.