Care for education: A Saving Grace

Robert E. Stake; Merel Visse

doi:10.30827/relieve.v29i1.27074

Authors

Robert E. Stake University of Illinois
Merel Visse Drew University, USA

DOI:

https://doi.org/10.30827/relieve.v29i1.27074

Keywords:

Care paradigm, ethics of care, responsive approaches to evaluation

Abstract

This Special Issue on Education in the Present Age needs a reflection on what nurtures education, holds it together: care. This essay is an account of our experiences with care in education. It is based on our contribution to the International Doctoral Summer School in Granada in June 2022. Thinking about education and care is not new, but gained renewed attention in the pandemic, when the lines between students and teachers blurred because of the collective experience we were going through. Before that, since the early 199o’s, Nel Noddings’ work is key for those wanting to reaffirm the caring dimensions of education. She analyzed care and its place in ethics, and developed a view on the importance of care in schooling and learning in general. Since then, care ethicists further developed notions of what is good care, turning those to institutional and societal contexts that promote caring communities and societies. Our essay builds on that work. It is an encounter between Robert Stake’s notions of education and responsive approaches to evaluation and Merel Visse’s experiences with the field of care ethics, translated for a general audience of people who are not necessarily ethicists. Our encounter resulted in the book A Paradigm of Care, and in Spain, resulted in a leaflet with fourteen facets of care we shared with the graduate faculty and students. These insights are meant to evoke and stimulate reflection, deliberation and listening: important to care.

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Author Biographies

Robert E. Stake, University of Illinois

American educational psychologist, specializing in institutional assessment and qualitative assessment. It applies its own case study methodology. He is the creator of the so-called comprehensive evaluation or receptive evaluation. He is currently Professor Emeritus at the University of Illinois at Urbana-Champaign and Director of the Center for Instructional Research and Curriculum Evaluation – CIRCE

Merel Visse, Drew University, USA

Merel Visse graduated from the University of Humanistic Studies in the Netherlands and is currently a professor at Drew University (USA). She has developed a wide line of research with numerous publications that refer to evaluation as a formative element to improve people and ethical aspects in contemporary Western societies.

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