[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597427-105":59,"doc-detail-597427-en":122},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","educating-to-care","Educating to Care","","Ecological crisis is rooted in an ethic of nature consumption, requiring a cultural reorientation toward an ethic of care. Schools have the responsibility to help students learn to care for both human life and the natural world, cultivating an ethical disposition through first-person practice. The study uses a phenomenological-hermeneutic approach, emphasizing that students must ponder and interpret their lived experiences. A yearlong eco-ethical project for rural students aged 6–10 integrates action, discussion, and reflective writing.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educating-to-care/597427/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educating-to-care/597427.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What educational experience was organized in the study?","Question",{"text":112,"@type":113},"The study reports a yearlong environmental education project for students aged 6 to 10 in a rural school. The project combined doing activities with thinking, using discussions and reflective writing from a socio-constructivist perspective.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},597427,1792210664,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","# Educating to Care\n\nLuigina Mortari,University of Verona,Italy  \n# Abstract\n\nThe root of the ecological crisis lies in an ethic of nature consumption.Inorder to reconstruct our cultural framework,it is necessary to cultivateanother ethical approach,an ethic of care.It is the responsibility of schoolto encourage students to learn how to care for not only the human world,but also for the natural world.This paper is based on the hypothesis that itis possible to develop the ethical disposition to care for by practising anethic of care in the first person.In the phenomenological-hermeneuticframework,however;it is not sufficient to practice care;students have to beengaged in pondering and interpreting their experience of caring for inorder to construct for themselves the meaning of their lived experience.With this in mind,I organized a yearlong environmental education projectfor students aged 6 to 10 in a rural school which involved students not onlyin doing things but also in thinking about their experience.Working froma socio-constructivist perspective,I made use of discussions and reflectivewriting.This paper presents phenomenological research on this experience.  \n# Resumé\n\nLéthique de la consommation du monde naturel est a la source de la criseecologique.Pour reconstituer notre cadre culturel,nous devons cultiver uneautre approche en matiere d'ethique,c'est-a-dire,une ethique de soin.Lesecoles sont responsables d'encourager les eleves à apprendre commenttraiter avec soin tant les humains que la nature.Cet article est fondé surI'hypothese qu'il est possible de développer les conditions propices a uneethique de soin en la pratiquant soi-meme.Cependant,dans un contextephénoménologique-herméneutique,ce n'est pas suffisant de pratiquerPethique de soin;les elèves doivent réfléchir et interpréter leurs expériencesconcretes relatives aIéthique de soin afin de pouvoir decider pour eux-memes le sens des experiences qu'ils ont vécues.C'est dans cette optiquequej'ai organise un projet d'education environnementale dun an dans uneecole rurale.Les eleves de6à10 ans devaient non seulement effectuer des.taches assignees mais aussi réflechir a Pexperience vécue.J'ai examiné desdiscussions et des ecrits de réflexionàce sujet dans une perspective socio-constructiviste.Cet article presente les resultats de ces recherchesphenoménologiques  \nA necessary condition for overcoming the ecological crisis is identifyingand individuating its causes and its possible solutions.There are manydiverse analyses available.I am nterested in that branch of ecologicalthought that argues that the lack of an adequate ethic for dealing with theproblems raised by the relationship between human beings and nature isamong the fundamental causes of the ecological crisis,if not the decisive one.Traditional ethics are considered inadequate because they deal only with rela-tions among human beings (Leopold,1970;Taylor,1989)and because theyforesee responsibility that is limited in space and time (Jonas,1984).According to Jonas,because the advent of modern technology altered the verynature of human action by allowing us to affect natural processes,bothoutside ourselves and within,in ways that are long-range,cumulative and irre-versible,traditional ethics are insufficient.We need an ethic of responsibil-ity extended to the rest of nature.  \nIf we accept this presupposition,then it follows that in order to developa new ecological culture it is first and foremost necessary to work out a newethical orientation and consequently to evaluate how to educate the youngto this new ethic.In this study,research was carried out on just such an educa-tive experience.The project fits within the framework of eco-ethical education,with the scope of developing and fostering an attitude of care and dedicationtowards other living beings(Fien,1997;Held,1993;Noddings,1986,1992).This research was a collaborative inquiry between myself,an academicresearcher,and a group of teachers who together planned a","cbCaikDhVBxttaNu","https://ap.wps.com/l/cbCaikDhVBxttaNu","pdf",779830,14,"English","# Abstract\n# Resumé\n# Theoretical Frame","[{\"question\":\"What educational experience was organized in the study?\",\"answer\":\"The study reports a yearlong environmental education project for students aged 6 to 10 in a rural school. The project combined doing activities with thinking, using discussions and reflective writing from a socio-constructivist perspective.\"}]","Educating to Care | PDF",1792084992,35]