This book advances a re-imagined view of caring in higher education. The author proposes an argument of rhythmic caring, whereby teachers hold back or release their judgments in such a way that students’ judgments are influenced accordingly. In doing so, the author argues that rhythmic caring encourages students to become more willing and confident in articulating their understandings, judgments and opinions, rather than being prematurely judged and prevented from re-articulating themselves. Thus, rhythmic caring can engender a different understanding of higher education: one that is connected to the cultivation of values such as autonomy, justice, empathy, mutual respect and Ubuntu (human dignity and interdependence). This book will be of interest and value to students and scholars of caring within education, as well as Ubuntu caring through the African context.
Table of Content
Chapter 1 Caring and Democratic Inclusion.- Chapter 2 Cultivating Practical Caring.- Chapter 3 Authentic Caring: The Quest for Authoritative Teaching and Autonomous Learning.- Chapter 4 Transactional or Pragmatic Caring: Enacting Care-giving and Care Receiving.- Chapter 5 Attentive Caring: On Coming into Presence within Pedagogical Encounters.- Chapter 6 Democratic Caring: Building Relations of Freedom, Equality and Emancipation.- Chapter 7 Empathic Caring.- Chapter 8 Towards Rhythmic Caring: Cultivating Sceptical Pedagogical Encounters.- Chapter 9 Cosmopolitan Caring: On Reflexive Loyalty to the Known and Reflexive Openness to the New.- Chapter 10 Ubuntu Caring: Cultivating Moral, Compassionate, and Restorative Justice in University Education.- Chapter 11 A Reflective Account on Dimensions of Caring: Moments of Care within Journal Editorship, Doctoral Supervision, and Deanship.- Chapter 12 Cultivating Care: Towards a Philosophy of Higher Education in Africa.- Chapter 13 Towards a Re-imagined Notion of University Education: In Defence of a Reconstituted Ethics of Care.- Chapter 14 Coda: Educational Technology, Pedagogy and Caring; Faiq Waghid and Zayd Waghid.
About the author
Yusef Waghid is a Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University, South Africa. He is a fellow of the Academy of Science of South Africa (ASSAf), executive member of the International Network of Philosophers of Education, Editor-in-Chief of the
South African Journal of Higher Education; and Principal Editor of
Citizenship, Teaching and Learning.
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