| Summary: | 碩士 === 華梵大學 === 哲學系碩士班 === 97 === This study investigated teachers’ guidance and discipline from the view of care ethics. Through discussion of “teachers’ guidance and discipline method” and analysis of the current status of teachers’ guidance and discipline, it aimed to find the main problems in teachers’ guidance and discipline. First of all, the concept of “teachers’ guidance and discipline method” was analyzed. It was discovered that “teachers’ guidance and discipline method” is mainly based on principle ethics. Although guidance is included in the method, it is provided mainly for the purpose of safeguarding the right to education, and it only has a small coverage in the method. Therefore, the ideas of guidance were not discussed in this study. Later, through analysis of the implementation of the method, its ethical foundation, and current status of teachers’ guidance and discipline, the following issues were obtained: how to implement teachers’ guidance and discipline, how to reduce the negative effect of teachers’ guidance and discipline, and how to reduce the negative impact caused when teachers use coercion, impose punishment, and advocate compliance with norms.
This study attempted to solve the above-mentioned issues through textual analysis of Noddings’ hypothesis about dynamics of morality, methods of moral education, and related theories. Solutions included: providing sources of moral motivations to students through caring; reducing the negative effect of guidance and discipline through dialogue, communication, and active recognition; helping students accept norms through joint discussion between the teacher and students; helping students better accept coercion through negotiation and adjustment; and minimizing the negative effect of punishment by having a sense of guilt and using positive desert. Through discussion of Noddings’ care ethics, this study expected to provide a new direction for “teachers’ guidance and discipline method” and teachers’ guidance and discipline.
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