Nel Noddings, a 20th century educational philosopher writes, “When a teacher asks a question in class and a student responds, she receives not just the “response” but the student. What he says matters whether it is right or wrong, and she probes gently for clarification, interpretation, contribution. She is not seeking the answer but the involvement of the cared-for. For the brief interval of dialogue that grows around the question, the cared-for (the student) indeed “fills the firmament.” The student is infinitely more important than the subject matter.” (176)
In my education class, in which we were reading Noddings, I had that moment in class – that “click” moment when I realized when my education has been most fruitful for me. I finally understood how the relationship between teacher and student is one in which we work together, as Noddings emphasizes when she so concisely and so perfectly states, “The teacher works with the student” (177).
I realized I enjoy my classes so much more when I feel I’m having a conversation with my classmates and my professor. Through this conversation I believe we are forming a relationship in which the professor becomes enlightened on my strengths and interests, and sometimes even my fears and curiosities.
After this life-changing class, and a conversation with my mom about Noddings whilst walking between buildings, I stopped at my English professor’s office to discuss my argument for my midterm paper. Somehow we got onto the topic of how I often call my mom to share with her lessons and conversations with class. I told my professor that in these conversations, sometimes we disagree and sometimes my mom truly is enlightened and shares in the euphoria of coming to understand something new.
My professor was intrigued by intellectual phone conversations and asked what kinds of topics we discuss, since I told her I feel like I’m pulling my mom into the college classroom (which she loves). I informed her that just that morning my mom and I had the most interesting conversation about feminism and women’s rights, both speaking with points of view from our respective generations.
I then delved into a brief summation of what I learned from Noddings in my Education class that day. I read her this quote and how amazing I found it to be because of my own class experiences. I explained how influential discussion classes are for me as a student. I said, “I find that a class is so much more fruitful if I can form a relationship with my professor through discussions, and feel like I’m having a conversation rather than sitting through a lecture. I think this comes from the feeling the my teacher has come to know me as a person.”
She sat there smiling, so interested in what I was saying. She responded, “See you get that because you participate, but there are some students who don’t want that….They just want to have the transaction of handing in the papers and getting the grades.”
In that moment, I came to know my teacher as a person. Imagine sitting in class trying to maintain a fruitful discussion that engages your students, and you just have these few students who never speak up to partake in the conversation. How can the teacher form a relationship with the student – come to know him/her as a person – if the student doesn’t participate in these discussions?
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Noddings also places gravity on “receptivity,” in which the student, “the cared-for,” has been receptive and reactive to the teacher, “the caring one.” Nodding treats teaching as a caring relationship between teacher and student. The cared-for needs to reciprocate in the mutual relationship of caring between teacher and student. “The responsive cared-for, in the fullness of the caring relation, feels the recognition of freedom and grows under its expansive support” (72). Through my professor’s elucidation I now realize the responsibility of the cared-for to react and respond to the caring of the caring-one is essential – I recognize the responsibility of the student. My professor can only create a safe environment in hopes that students will raise their hand and answer the question or just state their own arguments. As students, it’s our responsibility in the educational relationship to respond to and interact with our professors. How else are we to become producers of knowledge?
My professor agreed that she does seek the involvement of the student, but sometimes that caring relationship, of conversation and discussion, is uncomfortable for students. Although I’ve called this receptivity a “responsibility” of students, I do believe it is something into which we have to grow.
After sharing my take on Noddings, my English professor asked me if I wanted to be a teacher since I am taking an education class. I said it has never been my first choice but now I am considering teaching in some capacity maybe a few years after graduation. When I said I am actually taking this Education class for my American Studies major, she inquired about my post-graduate plans. I shared my love of museums and public history. I gushed over the Smithsonian, my high school internship with a local museum, my on-campus job at the University Archives, and even my prospective English senior thesis topic on Barbara Kingsolver.
This conversation all happened before we discussed my paper topic.
The professor, who at the beginning of the semester got confused when I straightened my hair, and kept calling me by the wrong name, now knows some of my interests, my life aspirations, and even a little about my relationship with my mother – all because I went to office hours and just rambled.
This “life chat” put me at ease when discussing my paper argument because I knew my professor was interested in what I had to say – I mean she even wanted to know what academic discussions I have with my mom! I now truly know that she cares about me as a student and a person capable of producing knowledge. We were able to “talk out” my argument, as I asked all the questions that popped up in my mind without fear of sounding stupid or flustered because I knew she was honestly interested in my argument. I knew she wanted to help me develop my own argument, in my own words – not hers.
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Because I have taken the initiative as the student and participated in class even when I didn’t know if I was certain about a claim, made the effort to walk to Decio in the snow for office hours, and shared random details about my day with my professor I completed the caring relationship Noddings defines between teacher and student. I acknowledged how much I like her class because I feel engaged and comfortable, having sensed that she cares about my opinions. I was receptive and responsive to her role as the caring-one.
So what I’m getting at here in this large anecdote is that Noddings concept of the caring relationship is accurate. In my discussion-based English class I have formed a relationship with my professor that is maintained by our conversations and mutual interest in what the other has to say. Teaching and learning aren’t just acts but a relationship – a relationship between teacher and student.
The question I have from all of this is how do you engage the cared-for/students that are not responsive? How can we make them want to participate? How can we help them to participate in the caring relationship by their own agency?
I’m hopelessly optimistic about Noddings writings but I still recognize, as my professor reminded me, not every student is like me and likes talking in class and having that conversation.
It took another life-changing class last year, in the spring of my sophomore year, to help me to be completely comfortable participating in class. I didn’t fully believe I had valuable things to say. It took a professor reaching out before class to ask what “I wanted to do when I grow up” to help me to realize that I was in a safe environment in the classroom and what I had to say was always valuable.
So if I learned this lesson about finding value in my own thoughts, is it possible for every student?
Source:
Noddings, Nel. Caring: A Feminiine Approach to Ethics and Moral Education. University of California
Press: California, 1984.