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ERIC Number: ED422085
Record Type: Non-Journal
Publication Date: 1998
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Caring and the Elementary Curriculum.
Ediger, Marlow
In light of the amount of violence reported in public media and increasing rudeness of public behavior, it is imperative that elementary school students learn to care for other human beings. This paper makes recommendations for developing an elementary school curriculum of caring. The paper recommends three categories of objectives--knowledge, skills, and attitudes--and a variety of learning opportunities to accommodate students' learning styles. Recommended teaching methods include videotapes, the Internet, collaborative and project methods, and individual study. The paper presents a history of the philosophy of caring, focusing on the categorical imperative of Kant as a central thesis for human morality. The paper identifies situations in which elementary school students may engage in caring behavior. It is argued that caring for others may not be emphasized in students when their basic needs are not met, and Maslow's hierarchy of needs is presented as a set of criteria to assist in understanding what people need and want. The paper describes role models as important in developing caring persons and suggests that educational personnel also need to develop a philosophy of putting people first. It is suggested that an intensive experience of caring for others may also have a profound effect on youth; examples include working with senior citizens or tutoring young children. The paper recommends that the area of interpersonal intelligence, as identified in Gardner's theory of multiple intelligences, should be emphasized in the curriculum. Finally, the paper notes that the history of a caring philosophy may be seen in several statements of educational principles developed by the National Education Association. (KB)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A