Caring as Thinking

1 ) # % $ &' ( !" # $ :* 8 9 , 14 4& # 5 6 . "1 1,' $ +, , 12 ' « »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a 1G 2 1 ' 1 AJ O # & (' ' 2 , * #' 9 5 %`& &# ' ,' # 2 , &H2 , ?' . " 1 . , ) "K+ 2 I A5 1 P J d1 2 OP 1 2 " 2 <A$ 1 *D 1 $ 5 +, ( %'2 X LZ 2 # ,' "D 6 '* ^ , 1 2 A8 # )' " & ' * < H ? f2 5 6 9^ , 2 Q + * 6 1 g.J 1$ 5 %)# D Q *D ' eG 2 2 +, 1 %1& b ( "1 J9 & &, <& . . ;&' & " . , . ' & 6 & c N Z " «1 P J c' & 2 ,'1 W » * <; 1 & 4P + 9 5 Lipman, Matthew, Caring as Thinking, Inquiry: Critical Thinking across the disciplines, Vol. XV, No. 1, 1995 https://www.mehrnews.com/news/87769/ 1 [2 " & . 1 « » '1 1% ? .1 ) 1.A «4P + % 1 (1 AJ h G) *^ %_ &! ' # j ' ( * " 2 & ' & . 5 '2 H 2 IA5 M 2 <&# ' E& `&' . "1 9 l; % B , ) & ) 2 _ & <A$ 2 ' #* & ! k% $' 8 2 % . & 1 & 5 ' FD % . &D' » 2'2 I WJ ;&' 1 . 2 1& ? Z %* , 9 ' ?) ! 2 U& %'2 i; AJ , 2 I!$ ?* & ? $ & K+ 5 (I% 5 . " 1,' 2 «QH ' F&' " ) & . 5 " U& & 8 & . ' ; . , 5 D* " ,'1 %*D ' 1 5& ( 2' 2 " L & # 1L LZ d1 . " *D (6 ? . %* D " ' *D # B ' * 8 ' I ,* !1 P ( ? 1 % & 2 L *2 (O ,2 * & C ( 2 %1$ " %1& ? » ' *D K !, # & #D 8 & 2 )' & & ' 1AN O S . % & 2 % & *2 2 # , Tg . $ ? ' *D 1& % &' %1 # 9 # !" 2 Q + , i& 5 & * ' ,2 E+, H 1 ) ! 1 <A$ *^ < % cLm E ? & I&' 2 :) (* #I% 3. ) !;H . #2 U # D , K AY ( % 1 ^ * 1 . "1 ) #^ , I% # D» & * # DU , 4 * H (c' N & ' . !$ Tg ' ' %Bg # 1& % J 8 * ? <& # '« 8 * 2 . » 1& , " 2 . 2 «1 ) "k % % ' ;$ 6 n^ G ^ 6 I% * ; I% %9 , ' L *' 8D # . , ; o « ^ # 1 » "' 8 5 ( » # ,' f N f % 2' . 5 * ? <& # 1 8& ' 6 ( 2 I A5 ' < : <6 + " & . , « ^ ' ( &D 1 ? p , ( & <%D 2 B 1& ! B# 1 6 ! <& 2 H* 6 Z ' <& 9R Q.J Q. 3 1 ;? ? ' 2' 15 E 15 H E For example, see Robert H. Ennis, "A taxonomy of critical thinking dispositions and abilities," in Joan Boykoff Baron and Robert J. Sternberg (eds.), Teaching Thinking Skills, Theory and Practice (New York: Freeman, 1987), p. 10, as well as Robert Sternberg, "Critical thinking: its nature, measurement and improvement," in Frances R. Link (ed.), Essays on the Intellect (Alexandria, VA: ASCD, 1985), p. 46. 4 See Lauren B. Resnick, Education and Learning to Think (Washington, DC: National Academy Press, 1987), pp. 1-3, 4450. 2 : " 1 ( %) ? & & & #g ( . I 1 . ' s' 5 1 P J d1 &" , , "* 2' $ n^ G ( E& c' J h <G 1J « " r 2' )' ' q& ' W %U 2 Q " 1 P J . "1 $ ? ) " *D » 2 . " 1& % 6 9 A5 & " &# 1 c , <G &D d1 < &" Y G (s J ' . , 1 t Y ( " " [2 " & YG 2 L $ c A J # M& % 9 AJ & " 6 ? u < # 1& % c , <G 1 2 2 *D 1 2 %# 2 (I&' CE ' & . " ) .P' A &H ' .P 1 ' Y %) c A J , c , <G *D ' " ' U , <G 1e5 ( 8 "1 w ^ ( , ) ' v+" n^ 5 , !$ 1 &#' 2 4 '1 (I 1 ! ; H [2 " Q G I&# * ( . |: ) . 1 &#' 2 4 SA (* 1 1 &#' (* ' (9 5$ | (1A + | (1 " (Tg (Q AL :(1956) * ' "1 ' "D ' *D 2( 1"# D f % (Q AL c' N Q AL : 2001 * ' ' |: %2 , !$ ) Tg %2 "1 1 1 ' A 1& %# "c A J .I 4 . , A . 3 ' , & ^ A (9 ^ E * 8 % 1 2 ( %c2 & () | 2 4 ( <& . ) A . t< 1 ( ,' (S & | It is commonly held, among psychologists, that emotions are expressed feelings and that feelings, or affect, are unexpressed emotions. See, for example, Paul D. MacLean "Sensory and Perceptive Factors in Emotional Functions of the Triune Brain," in Amelie O. Rorty (Ed.), Explaining Emotions (Berkeley, CA: University of California Press, 1980), pp. 11-12. 2 Benjamin Bloom et al., Taxonomy of Educational Objectives, Vol. 1: The Cognitive Domain, (New York: David McKay, 1956-64). 3 memorization 4 Bloom’s taxonomy categorizes thinking skills from the concrete to the abstract—knowledge, comprehension, application, analysis, synthesis, evaluation. The last three are considered HIGHER-ORDER THINKING (HOT) skills. 3 I;6 Q . ' 1 G ' (1, , (* 1 ' # E& " ,'1 J J (* P J1 (1, <G 1 (` : " u " 1 ' .P1 & " R [2 " 8 # & (4 & W ) E D .I ' ' +< # 9 R M& Q G # () | 2 WGg 1 1 &D 2 ( < 6 1 . &D K <G Q & ( "1 ' "D 2 .) | 2 * 1 5 ( J (' " *2 () "1 XA< | h <G | (1 G'1 A5 I " * * " "1 ~J FD # 2} % & :I () '2 g ' 6 ,« 2 (K) ( 1A " [2 " " ' iP J» ) " € Y # H '2 2 % '2 , % %1 ' , " $ 5 J 1J ( 1 J 1 ! ' 1& % ,'1 " iP J» 2 « " ( LN ( . .G e ' . 1 8& ' 1N 1 T2_ A " ( ' U. M& % W "' * ' 1& %) & 2 % E * I% $ Q• < QG E % Q + c . ' 9 ‚, d' «1 E6 At< & . %1 " s $ M& T " '2 2 ?' 2 ' ") « FD 1 M 1 1 *2 & " %1 " & . , 1ZZ+ ' < & U& %'2 + & 1 g.J ' " 6 I ! 1 P J ( E& c' J ) .$ , Q L 1A c ' W +, . 1 d W %M "*" % '2 , 1 # , «1 g.J b ( Z+"» * J %1" HI;6 2( 1 4A 8 ' 1& %' % H ' % I 1 i; S&gJ # ' . 1 " ' N A" & " 6}% –2 % ƒ %*D * 6 ( < ) 6 1 9 5$ | iP J 1% " iP J 8 ' P $ M& c2 e 1 )' " 1 AJ h G ' c' < 2 2 %*D )' ' 1 1 1 Q !< c ' 1PJ N J ' iP J» 92 )2 ? & " 1& & H . < I 1 S 5 U&2' F D 2 I " ZJ2( ' " N J & %T " 2 ' " * J Q&_ A " . AP1 ' 1;. " Y. %h <G "1 9 R " W 2 , <G 12 $ 8 1 # & ' 2 .(U ' W c' N & ' ( " S;J a S;J # 1% ' P * % .I ' * # , ) L ' r.$ 1 . 1 K+ 2 " iP J» %*D 1% , <G 1J2 " ' iP J» * «* %» ( I % 1 v +; F D )' ' (I ! ' I 1 B' 1<G ' P n' $ W Q + (•) 2 (1 ' , *D (1 g.J ' 9 5 1J %_ %T " 2 ' "» €gYN (i ) : ' W %T " 2 ' " . E 2 %h <G # 1 ' . («1 g.J E * % A " 1 g.J 3 A " (B ' A " Q • ' & ' !; UH <L 2 2') P # ' ' %*D * 1 1 A " . # H 1 «1 A ,2 , 1PJ W A". , " O #, ?1 I Z A " F D '1 " 5m2 M& 2 " F D 1 2 . #1 9 R ' L 2 ( c ' W ) %*D „Q&^ <L 2 2') P # ' &# ( LN 1 " c , <G ( . .G "In Praise of the Cognitive Emotions," Teachers College Record. "Reason and Passion," in R. F. Dearden, P. H. Hirst, and R. S. Peters (Eds.). Education and the Development of Reason. London: Routledge and Kegan Paul, 1972, pp. 208-229. 3 Scheffler, ibid. 2 4 &o iP J < 1$ . 1 " L 2 #' QN & ? (2' & # . ( GgN ' (I , 1 " )# ( &"– " 1 " *D Q ? 1 I% $ " Q&^ " '1 I% 92 1 ' k E !;H % « ( ? , & Q& 5 & E& r 2' 9 ‚, ' Z * & H . ' C?1 ,2 . h <G [ . "1 1.A ' 6 ; ' * »2 » ?1 ' r' & "» ( & h <G HQ J r 2' & 6 ( , r 2' * 1& % H H M& # 1 I 6» (9 ‚, _ 1 AY « " * % M& 15m (h <&2 ) .J ? 6 (9 G & . , K < ' P* % ( % 1 * ; U 2 *D U 2 1, " % c2 e . %1 [ (* $ (9 R i; * % .1 g | c P ' 1 2 &( ' 5 * 2' H M& & " < 2 5m2 # 1 &#' 1J * J a 'rL c . " # 1R < ' ;$ 1 2 ?1 l 92 €gYN , ' 4 h <&2 & ! I 6 1 , *D 4AY & iP J d2 ' F % 2 1* <% %c2 e * % ( $ 1 ZJ % )# A 1A ' P 2 H %U+ # 1' < 3` 2 & I 1 1 ( 1 iP J 2 4, & # '* ' W I .P ' ; | &1 # | 6 % %c2 e & n^ G (' &* . <% %c2 e * % iP J ' Om ,2 » # H E& ' H (* 61 2I 1 &o 6» )2gJ . I! ' < 2 I! «h <G » ( " 1 ZJ I&# 1< *2 $ % " * 1.A c JgP 9 G ; J ' , %_ j2 # c < % 1A& ,2 I& "1 v+; 1 YJ Y. * , 8 2* I& 1 ' " 2 A ' n' $ & A I 6 ? & . " ' w ' %*D * " ) '2D " ' S;J u , 9 .5 2 4, 1 'W "» * 6 1& %)† 2 I J 2 ' #D & ' S Y %*D 8 1& ! f % h , (QN , ' 1 Q !< A " QN 2 " . ' 9 & 12 " $ ? W' 1 – ' 6 «:1% 1 ' #D ' # 1& %U+ (I 1 B' 1<G ' P ' ao .& ' P . $ . , 1 8 ( " PJ " iP J * 2 * # * 6 4A| « (c' N & ' .I& E W ' & " %*D Q&^ 6 «: »2 « Y' # H ' » r.$ A " r, ^ G («I " U ,2 * 6» ( % …, H . ' %)† 2 * % ,2 * 6» ( % …, H % . , 9 .5 2 2 4, 2 «1 P J» " , 1 " |21 E& 2 (« ' < ' j2 # 2 Q&^ 1 .P « &o T " Q&^ ' 9 ‚, & …, H 1 ' d ) " $ # ' < ,c ' , 2( , 1 & ) ' I&' ' W q ,' ;$ M& # 5 ' iP J )#2 Robert C. Solomon, "Emotions as Judgments," in The Passions (Notre Dame, Indiana: University of Notre Dame Press, 1983), pp. 185-191. 2 Martha Nussbaum, "Emotions as Judgments of Value," The Yale Journal of Criticism, 1992, Vol. 5, No. 2, pp. 201-212. 3 Kathleen Wallace, "Reconstructing Judgment: Emotion and Moral Judgment," Hypatia, Summer 1993, Vol. 8, No. 3, pp. 6181. 4 Chrysippus 5 Cf. A. C. Lloyd, "Emotion and Decision in Stoic Psychology," in J. M. Rist (Ed.). Los Angeles: University of California Press, 1978, pp. 233-246. 5 ( * 6)1)# ( %c2 e 1 * 2 :I J %*D I A& iP J : *D < . .G ;A 2 c & H B' ) 1A o dU H ' U& . . ' c2 e * " Q• M& .92 [ 9G 8 () #^ &# ( 1 8 1$ "1 # UH 2 P 1 ( ) & ?1 1 2' * b Z ' & 3 E # 1% ?D 1 5& (2 1 " ,2 8 ' 15, 1 ' !ƒ ,2 , & . «. , 1? # % ' U " < ' 1& % 5 ?1 J 2' ) ' ' 2 1A ) OY (( 1 & *2 ,' ( , 1 " ,2 1A ,2 %c2 e ) ' ( & ?1 5 . $ ) %( % ' ' k ' 1 v+" 8 & F D # v+" U "1 8 ( % 8 1& & ' ( , ' ( ) " & . ?1 I Z " 1 1Z+" E6 A% & ' ' 5 1 & ,2 1 %_ & Z M& ' h <& " " )' ' c2 e » I Z &K+ . , )' " Y,' 8 1& ! & h <&2 I Z & K + .2 # 1 " 5 2 & Q J * % # 1;+ & * % (^ 5 ( ' E K + 9 R M& < 1"2' ! S 5 %c2 e 2* 4 1; ; 2 n^ G %U8 , „ E ; $ M& *D ' "1 5 W ' ' 1D %U8 , # `H ! , " , & E W ' , 1D #^ ?I Z # U H * % 6 % 1 ' 1 A$ & %1 &#' ( ,2 1 ! , 5 2 & » , *; N 1 D 2 1?# U 2' %*D 2 H 1 (* ; C 1 '2 gJ» n^ 5 S 5 * 6 ; %*D $ 1Z+" 6 '2 2 ' U& !$ ' * J 1 c2 e S& Z * % A% , .*D * $ ?Q "n J1 ( . % *; n^ G Q .I 1 1& ? !& ! 1A o d`H 2 (1!& 1D %) S 5 ( 2' W # Q. : &" $ ? W ' 2 )# . &D1 * ) .J () # + () & ' Y %) " < %*D (I " 1 G ' . , ) & 4" Q& 2 4&^ KC 2 (« (n^ G N $ 8& ' J ' 2 1& ! c2 e . , ) D & H WL * % ' 1 G ' 1A & ? & I () &# c2 e 2' & # .( " *D 2 H & 5 2 (h <&2 & , 2 [ # [1 D * m &' 2 f <A $] Q N 2 h <&2 ^ G (1 2' f <A $ 2. < g.J ( )# U %_ ' # % U P J '2D & & ) ? ' – iP J 1?# %c2 e * %' $' & . , ) m I% ' E& 4 1& %c2 e * % iP J . m– 1 . " 8 «.I&' *D * 1 8& ' 1 5 & ' v+" % 8 fresh I have relied considerably here on Josiah B. Gould's The Philosophy of Chrysippus (Albany: State University of New York Press, 1970). 3 Op. cit., p. 245. 4 Ibid., p. 244. 5 Aristotle, On the Parts of Animals, in Jonathan Barnes (Ed.). The Complete Works of Aristotle. Princeton, NJ: Princeton University Press, 1984, Vol. II. 2 6 M 1 c A J 1 2' h <&2 ( " " LN W # iP J . " 1 ,' %c2 e W , rA| W 1& ) % *; 15, h <&2 » : , ) Q , 5 % [ E& 2 , *D ) ? & ,g$ 4A| 1_( " % R U. # A < * $ <A $ & ( & 2' & # 2 (' & H 1 KC ' ' 5 % # » ( &# iP J & ... " , 5 % + & 2 3 2 2 I% Q l ,# . E , ; ' < iP J & v+" (S& .G # 1N ' 4P + iP J <& 1 'E ) , iN 2' 2 * &# ( , A , 15m . 1 2 9^ , 6 ? $ 9g. , # , (C$ 1 <A$ % [ * 6 & v+" (4P + . ' H1 # I! ' < 2 % 8< 1 (h 2 i,o •' , 5 b S& .G 9 . Hans Friedrich August Von Arnim. Stoicorum Veterum Fragmenta. New York: Irvington, 1986, III, p. 461. judicious 3 Martha Nussbaum, "Emotions as Judgments of Value," The Yale Journal of Criticism, Vol. 5, No. 2, 1992, p. 209. 4 Ibid p. 210. 2 7 < 1 ' ' c2 e ' iP J ' ' < ( , 1 % ' % & $( 1_ . |2( 1 < 2 P J ?» 2 " T N " + 2 2 . , ' iP J # (1 N / ' 8 % c E %9 , ' $1 & (' & H n _ ' iP J %*D &# & 2 . , ' $ ? 1 2' * S J' < ( , ) , )' ' 15 A 2' & # 1 &( % *; ' 1& , " ' iP J ' 2 1? < )' ' ( %1 5 , 2 c' ) 1 " E& 4<G M& % % g Q+ 2 IG (# I A, c2 e c2 e ( " R 1 *< .J 6 1 1& %c2 e ' iP J * ( «. % 1 * ; 4P + F %. % *; ' «. % g.J #, 1 S J ' Om 4 . . "1 1 c2 e Q&^ 1 M& % 2 ( , ) " % , H 2 ( , 12 # ( m G ZJ' #'21 ' N ' Y % & : rA| 2 )' " %*D 2 2 %c2 e 1 % 6 # &CH 1& ; *' I 'D *2 6 ? ( , (1 , * $ <A $ # $1 iP J ' % 1 %c2 e 1«. 1 g.J c2 e 1J S&gJ /iP J % * ; ' 5 2 ( E& <% 1 ,' iP J Q ‚ * J iP J Q " ( 2' 2 2( , ~J 2 ( < E& O 2 .I& 2 .J %c2 e 2 9 5 1? # * E ' 2 5 < , ' iP J U. 1& , " ' * . , ) % ' #D . < *D Q " & ,' &# &" & . " iP J ) c W % # * D ,' 1 c2 e iP J )' ' Q&^ 2' 2 1? , f Y5 & ' & &D !1 g.J 6 ? : )' 2 ) ) & &D ( , •' )' " ' % ƒ (h <&2 1 G 9 5 1? # M& . , 1P $ 1? # ‫; ی‬ . 4, iP J ( & ?1 2 ) & ? , I <. 1 , ' %9 ) & & Y,' 1.1 ' . , 2 1& &# ( . .G : ' AJ 2 AJ ( ) ) ') W I W 9D) & , AJ Q " 2 2 < ' 2' d3 " 2 A %1 2 W ' . l & 15 P I % . ' ' 2 , c2 e 2 1A J Q (K Q ,U' ( A %2 A . , ) " ) 8? h , & M& $ , # .) ' ( E& ) %c2 e A 2 .P 1 &#' 2 1 3 "1 I <. * 1G' ( ‹G ' ?, ' ^ &2' & I % + # 2 «1& 5 6 (c' N & ' . .G» ' . :' b 6 [ . , % #' 2( N2 & …&' ? & (4 ?1 )' ' m( ) $. & " (I 1 &#' , : ^ # 5 6( , 1 (c ' J (c A & H 1+&' &#' S 5 ( " d 5 6 2 ?1 &1 ' ?1 ( #' & u " ' ') I W 9D) & * " M& * 1 ' 6 v+" * # )' ' & ' & 1& . , ( *& . | $ N 1Z+" 1 5& ( , «11 % ?D ( & . , . / 1 & %1 , L ( ' C?1 1 (% ? & ?1 ' 1 #' Q J * )† 2 # %( %* < "2' I% 1 ' C? #' s J ' 9 )' 1 % #' , 1< I '2D J» ; % % #' ' 8& & ' Q5$ ' N (1& $ l (1+&' #' : , ' Tg , u ?1 1 &#' . ?1 * < & ' 1 &#' 2 ' C? #' & J) 8* " Q• ' < ? $ . < ' W 1& 5 1 ‹ G ' %…&' 2 %* % #' (q& c2 4< «1 & 5 » 5 & q&' .10* &) ' C?1 * " 1 !$ $ . , c2 ;& ( % J U+ , J %9D) & $ * # *D q&' ) %c2 e #' 2 5 ( . .G # . ?1 ' (* 6 2 & ^ ( &D $ 2c ' ^ uI 1Z+" & ' 7 ' C? #' . ' ' 2 •, U8 •, •& "1 I <. c ?, & 1& , " ' ? U+ , 4 ^ A ' N[ . 9 ,( % #' 5 A<& & 1 6 & 1 % . & W ' (1A AL : ) 8 2 5 2I (1,' ; " ' (* , "' & H B' 1 $ ' C? #' • three regulative ideals: the True, the Beautiful, and the Good Benj. S. Bloom et al., (eds.). 3 saying, making and doing 4 assertions, arrangements and actions 5 Justus Buchler, Towards a General Theory of Human Judgment, New York: Columbia University Press, 1951, pp. 46-54. 6 truth, meaning and value 7 valuationally 8 prizing 9 esteeming 10 estimating 11 intentional 2 8 • ( ' C?1 #' % A e$ • ( ' CE #' 1<G B ' ( ' C?1 D <L . , #' 1& &# , "' . , . , WGg . , U+ 1A< ( ' CE # < . , <H . , ( ' CE . ,1 .* (* 4 (* ' 6 (I , ; ' ^ E% #' % #' & (* 8 2 I% + ? , %) ' & * 6 ( «1 • #' %# ' & H O$' ? • ( ' CE #' %q ' ? • " ? • #' *D * ' CE J ( E& c' J ? ,2 ,( ?: 1 € Y ' c2 e M , , A 1 ( . » %*D # .I 1 € Y ' & 2) " , # cJ ' 1& % 2' * $ P 22I 1 ' Z '1 1& % 6 (I % 1 % G & * % c • 1& % 6 & # 2 , W ' ' %' , "1& &# 2 1 g & 1Y L a 1 5& 1 $ ? W ' 1 5& d , ' 2 8 *" n$ N1 # 1 & &D1 I WJ 2 "D W *D &' $ uI cJ m % 2 Tg ( . 9 5 6 &' $ * 1e5 *D ' ## 1 ' Tg 2 . ' 1 2 2 2 8 2 ( % (1& % # 6' 2 9^ , 2 1% 1 ! •L 1 #, % 2' $1 1 2 • 2 A< ? ( E& c' J & )' ' * $ . , &CH M &' H O '* & 2 2 ( %*D # * ' ; % 1Z+" 6 2 5 WL *D ' %) ?, < * F % ' ' , # , % % # 1 to take care of themselves how they are to be cared for 9 # 1 . , * % ' C? #' 1G I <. | 1& % Tg & u < E& 1 ) E& & # ao g 1J 1E E6 '2 4, (c2 e $. $ ? 2 & 2 ( )V&2 ) ? & ,( ' Q o .I i N (I% # & ' ( AP1 ' S M, •L * "C? , & Ž' ' . ,'1 W ( 1 $ $K g 1 2 • $ (I 1 6* 1 1 < d* &2' & . 1 2 • $ $* (I! ' % Q J2 I 1 < 1"#' 5 *2 ( ^ & ' 1& %' L .*D ;H * " * ! H . " Q• ' % ?, ) " (* (I 1 .I 1 2 '* ' 4, 2 9 .5 c ' , 2 Q&^ ( %' 5 ( %Bg ( J $ I 1 15, uI 1 [ % I % …, H ? " I % + ) " .I 1 * .I& 1 ' • ? * 1 (1A ' P &# u 2'1 ' 2 Tg , <L ' & ' Z ' . &2' . &D1 ' " % #' ) # . #' &" #' * ' ' 2 1& J } % : , $ ? c' N * Q AL ' W ! ?, I <. & . . " ) " I <. )# G , 2 Tg 1 5& ' ( . 1 2 L E& €gYN . , c2 (s J ' . 1 1 $ ' 21m &' c2 8& ' 1 & &D1 1< 1 $ (I <. Q , c2 . , 1 2' |2 6 1 G ( ? 6 c' N E& c' N & I|' $ 1+&' $ : , T N I% 6 *D u ? c' N 1< : , <2 5 ' c2 Ž' k, * # ' 2 : ;& 1 c A ? € ' 6 u ;& 1 I% 1 J " `& 2 '2D ( $ [ ( . " 1 ' M, SA M& % . , ; 2 8 € . , a ' )' ( 8 1 )' ' 1 % I 1 9^ , I% [ m ' % & . M, 1 E% [ # , <8 6 g $1 <8 2 ' # 1 $ ? W ' 6 % % . c2 . $ $ ? W' ,'/* # %) Z 3 H] * 2' 6 % &( 1 ' *D 2 6 1 , 1< # < $ < 1 ( $ ?1 J" O2 %Ž "1 ' P* % , . % 1 * ; ' !5 .4 & M , M& ( E& 1 (s J ' % & ? 1J # . ( < 1 8< ( " d1 & c _ ' I% # % 2 . ' * A<A, «* < #^ & d < "c A J1 2 1 , ' d %c2 2' & # 2 " Ec 15 P» ,' ( ' 1AJ w " M& $ N 4 1J * (2' & # . " 5 2 % & h # ' ' «* 1 *< » H* * 2 % 1 (4 ) o # & 5 H ([ & i; '2 % & *2# & 2 (2' & unitary Le Penseur 3 Leaves of Grass 4 This selection appeared originally as “Caring as Thinking” in Inquiry: Critical Thinking across the Disciplines, vol. 15, no. 1 (autumn 1995), 1–13. 2 10 4, 2 ' M& 2 %) ? & * * ,' %c2 )#' QN G 1! Q c2 9G' 1 9G , H ' J' u 1 < ( & E& ) ? & *D 2 5m2 ' ' 6 ' ' . , c2 &" 5 "# 5 " 1 " & I% !;H 1 & 5 1 & # "4 % 1 1& 5 I% + ?Q " ' 1J , 1 5 [ .I 1 Q J ! %*D " 1 1 # '2D 2 * " " & J2 &,* ' (* " 1 ? (* ' P* %* # 1 1 &#' 2 ( " Q " 1, "' ) < 1 &#' 2 * " Q• ' < •' < 1 " Q• ' < #' } % I 6 O 2 ' (I 1 1 ' P *D * ) % 2 " (% E * . " ' " ' *D dQ ) 2 E& & '2 ()2gJ .IA $ . , ) !6 % . '1g I 6s J' .' %c2 2 ! 2 % % " cC 1 5& 1& & , 2 1. , ?' ( 3 (1 W 8 '2 6 ' c2 ( "1 ) & I r 2' # * " # ! %*D l appreciative 1& % cC 1 5& H( %)† 2 1 &#' r 2' ( <L 1 5& % 1& % 6 & .I 1 #' % 1 ' 1 , <G ' 1& % A $ # 1, "' . '2 ' * 5 2 %' % a M& # 1, "' 2' H %# , ) Q ; F %2( , ) I% $ $ & &# & 4 ' ) !6 % (I " ' 8 F 6 * 1 5& * (I 1 A . 2 <& . 1N , "' ; ) (* 1 &#' u , 1 &#' } % 2 " * _ 1 <L Q * J ' r 2' & * 1 )' 5 P ' % 6 . , X LN ' (I 1 ! '2D (* & # I&' "1 cC 2 * (' #' * 1 ‹ G ' 1Y 2' , a M& ' & " . , I! F D ( & . , , E&# 2 " C? #' 1 2 ( *D ' & Z r 2' # * (i <L (I& "1 Q• ' < # – 1Y 2' ) % ; # * . %1 2 #' . E& M , % ' .I& ) ( < " 12 " 1 )' " «1& & * » 1 &#' 2 < * 2 ' C? #' & & , ! ? 2' & # & % . , %1?V&2 ' r 2' 2 %1?V&2 * % 6 % 1 5& : , #' 1 2 I&' 1 1 ? (I 1 #' 1 5& & % M& * iP J 2 9 c2 , : , . " *D ' * " Q• ' < ' #' * #' .I& " Q• #' * 9 5 21, %1?V&2 %*D . " I% O 3 " C? * # ) D 1<G B ' ' 1• •' I 1 & J) * " Q• ' < * % %' ' , "1 <% *# 1 2 )? & I < 1 . ' I 1 h <G 9 G & # 1 , !$ I 2 1 15, E& % ' 15, . , 1PJ & J * &# " C? , I! . #' ' %) ? & # ' %*D 1 2 ' valuational ' CE"#' 2003 9 , ' ١ appraising John Dewey, Theory of Valuation, International Encyclopedia of Unified Science (Chicago: University of Chicago Press, 1939), p. 5. Dewey suggests that prizing means a holding precious or holding dear, while appraising means assigning a value to. Prizing has a definite personal reference and "an aspectual quality called emotional." In appraising, on the other hand, the intellectual aspect is uppermost. 11 ) M& # & ! I% & .I 1 2 , h M& # ' C? #' ( 8 ' 2 1(I% 8 <% 1 t< 5 2 M& ( $ % & : %1 % %* 2' A ( < «1 P J n $ N» % W M& ! 6 &' M& ( .I& "1 Q• Y ' ' ' %*D , 1N % * ; ; 2 (1 g, * " H( % ' aD %1 8 #' %*D #' ! . 2 * ' )# ' 2 ( , I! * ;& , , 5 # H1 1& % 6 2 .' 1 &# " #' 1PJ % &D $ H ' w ' (1 P J d1 4 «. & P J 92 E . ) ") E . , "1 , "1 % ƒ )' 2 2 d " 1 <& " " I; A< 2 1AJ # 1;+ Q 8 3 ( Ž $ 1 iP J 1 5& d , ' I , ( &D. & "1 & 2( , "2 H ' PJ2 "1 I? 4A| # 1A " L (' 1G P <& " ) ?1 5 2 M& $# ) A ,2 & 2 ( AJ M& 2 "1 ) , Q " 2 "( M& 8& ' , & , . " M& ( " K , * , ; 2' 1 G ' ( E1 1 Ž $ fg # 1& % # 1 A< " 1 G' & (9 G * J " ": & E W ' '9R " I; n A< : , 1 `G &I L Q & W . < *< & 2 .P , 1% ?D & 5 . , E $ ; H Om , 1 & ' E 1 I<8 1& % & $ ) F H Q 5 » ' , • , 1% ?1 B , • , I; w ' B' AJ ' %)† , 1 iP J &D E ; 2 PJ * (K 1 ; & * J , E& 1% ?D & &". ' # Q : " ) D . "1 K <L I; 2( , ) & N 1% ?1 v+" "1 `G . , 1 1 2 " 1 g )# , J &* * % & # ( , 4, ,' 4, ( 2 B' # M& ' ?* 1 2. , "' 1 `G v+" F D . , 4, <& " I; 1 ; ( & ' $' 6 "1 `G u , 4, B' & ) , • , .r ' 2 8< , Experience them relationally Harry Frankfort writes, "How is it possible, then, for anything to be genuinely unimportant? It can only be because the difference such a thing makes is itself of no importance. Thus, it is evidently essential to include, in the analysis of the concept of importance, a proviso to the effect that nothing is important unless the difference it makes is an important one." From The Importance of What We Care About (New York: Cambridge University Press, 1988), p. 82. I have reservations, however, about Frankfort's contention that caring has to do with what matters to one personally in contrast to what concerns one interpersonally and, hence, ethically. ) "* % %*D ' 1& N U+ & c' N * % 1& N iA + ' )† , *D 6 N iA + 5 & ( 1& N 6 ' aD %Ž $ . , M ,g 1. , %r %U+ ' *D v +; 2 )† , * ' 2) " 9 d "1 ? )† , *D , , * % & 1. , …&' ! $ # fugue Ž $ ٣ ' ' !; d1AN I Ž $ % (Ž $ M& * " cC # 1;+ . ,'1 4P + ( ' H1 2 M ) . , ‘ 4 2 ? ' . "1 $& l 1A " !<& Ž $ & ' !; # . , w Michael Lewis and Linda Michalson develop this fugal theory in Children's Emotions and Moods, New York: Plenum Press, 1983, pp. 87-93. 12 1< . , * m iP J I P JO 9 J ( |. ? ( 8 ' .*D .I * % 2 " 6 1g 1 ' $' Q& 5 ' 2 S& ; & 2. ) . "1 M& 2 1,2 J I, ' 1 & (O 2' 2 ( H & , H( ' * 1 ( ' * & 8 M& ' 1 2 ' "1 i N 1 , Q ' 5 " 1% ? 5 1 J , &D * ' *' 2 !$1 : " ' L ' ' iP J * 1A J 1 G 2 . ' . ?' * % 5 &* A )2 5 9 5$ 1 %) " 9 G g ' * % M& c . , # 9 ` * " '2 QR ( ' 6 J' #' E& * # , S& P # ' 2 $ 6# * ;& g * 2 ( 1J * # M& # 9 . ' A 5 *; 1 ( , #^ " #'2 M& * ;.Y ? (. ' & I% 1 1 " )' ' FD # c G & , 2 )' " " 8 4, )1 6 )' ' & 1< (* $ G %*D : % [ M& ( & ‹ G ' * "1 ' !E 9 %I &,# 2 %c2 e E& % $ G %' $' U QR &# (I 1 1 caring for or about caring for 13 5 <% # 8 E& [ , ' L d) J g 2 1%2 ? . & 5$ ' 9 5$ .' L dBg 2 # c ! ' !E < ' .I % 9 5$ 5 ‹G9 < %~L # 1e5 , «9 5$» )† 2 # % #' # 1 " (• . , 1 !E , 9 5$ 1 5 1 _+ '1 SY (9 R . c2 e # A ( 1 W$ L 1 5& 1& % 6 # (2' & # . "1 ) . ? , K H M& I 1 ) g 1 1 < 1 P J h <G I )' " 1 J #^ 1 " ' $' r.$ % 2 ) !6 c^ G QR (1 ' %* # & # 1 & B 8 mG9G' ? iP J * (1& 5 6) !& 6 12 . .G ‹ G 9 . E% 2( .' 1 1 ? ‹ G * # 'C? 4 ,D # ' c! 1 6# 12 21PJ . <% I% %ƒ ?' $&( " 1J &* . "1 ) %* # . < '2D 485 % * 1 I&g ' # ' 2 1 P J c ' !ƒ # M& ' ? , I, I% ,' 1 ^ G (I ?Q "' & 1< u ' 1 + ' $' ( , E W ' ' * ; P J 4, I % W ' , ) % '[ m ,2 m ' $' I " %*D 1 P J ) ? & "1 1.A 4, <& ? ,2 ( ' 1 1J 2 & 2 : , 1!& n < …, H % ƒ : (… 2 I A5 . ' 2 (• K H # 5 " ' 1& % 5$ $ E E 12e % A W # . , ) A FD ( , c2 e 1 K H 9 ` • M& 1 2 1. , "K H ) " . , * $ ? W ' I% ' *# K 6 c' ! 2 () ? 1? D ( $ *D H' c A , %*D 2 G 5 % 5 %*D 1 ,/ " ' ? 2( ' 2 %€ P # r 2' ' 2 ' 2 d "1 ' Q L , ' 1 < 12 ( , & I% 9 J 2 %*D # QN G E 6 " $ % E 6* $& ' 2 , m' ( , " A , %*D 2 G F % %*D 6 I! 1A J % ' P* % ( & W$ L 2 ‹$ L , & 9 1 c2 e %* # 1Y 2' ' d , ' & , 2c A H A< H) " 5 5 `H ( " % G 2 % ' . # ,1 ' . " I! '2D 2 J , QR 1 WGg * 2 I% 9 J * # ' 1Y 2' ' )# ) E # . & #D1 ' * ;& % ! 1g 5 . " $& . "1 $& 1J Q J `H l d , ? A % 6‹G9 < 1 ( ' 8 %) 1 N & . 1 QN2 « " ' FD ( ' & , 15 2 Q J 2' Q &€ P " ' F D» )' ' B # ' « <% F D» )' ' 2 % I&' ' N . "1 ,' , 1 R K AY . % & ( " ' & H 1$ ' 2 &D1 H K AY 2 ) 1 1< . ' , )' F 6( , ) " 8 , *& ' 5 2 FD J . .G $ 1 & . 2 "1 1! % & , # *D # 1• FD * 'D 2' Q ( , 1 w 2 G )' ' 2 2 " 8 2 & )# 6» t; <% & (9 G % . " , #^ 1' N 2 & 6 % FD O 2' & ' ' , 1 < ,' ' 1& & . 2 1 # Op. cit., p. actual 14 1 & ' 1& * 1 " $ *2 „1& ? 8 i5m 1 " ` G '2D* . % 9Z ' $' 1 'D c^ G # % . E W ' I% ' « " 1< 6 % + & » 2 « " 1? # *D ' 8 F D # 1<& U H 29 N * ( , 1 $ ? W' 1 < . "1 " ; % 1 N ZJ * 6 . % 1 *; $ ? W' 6 % Q « <% 1< 6 2'» ' 1? # *D ' 1 FD # U , K AY 6 . & $1 i5m 1 2 ( ? 1 A 8& % 2' & # ( % + ' 'Qo &CH 1& I&' ' 1g . % * E ; % % (c M $ *2 „1& ?Q.J 6 ' * # DU % 1 1< E W ' <% ) "f N* # ^ 9 l" ' * "1? # IWJ U+ ' B ; Q J c' N Tg , ' 2 . 6 1 * 5 . % ' W . % $m 2' Q 2 : ) Q " & & , I & 1& % A J 4A A * 8 1A.J 1 2 ( , 12 $ % A JQ " " * "' % .*D 5$ ' 1& % # , &# ( % ' J ' (1 i& 5 2 * w , 2 * 8 , (* ?)# " Y A$ ( < 1& %*D r.$ * 1 G % eJ "1 K <L * eJ I% % A 2 1 G M& &# & (* ' Y % #' & 1 G1 2 . # 5 ' ' J1 ' " 1 ? ^ & 2( Z 2}% W ' ' < . J ) ED .Q J ' , c2 e . r &CHM 6 * * ,D 4 "1 ' "1 M& * '2D . " 1% E& 1 2 5 * # ' * ;& .5 " K , A %1 ( *2 , 9 t< ( E I% ?D 1 ! (2 ' l ( & & 2 .I ( ' '2 * 1 2I 1 * ? P J U. (O 2' .I 1 h <G ' iP J +, I% # 2 , & M 2 "1 1.A I! ' < ! c' N % ' ( " * < & g &" ' ' 2 ,1 ! 1 &# & ' P* % (I ' J 1 ' Tg ' & & " ( . .G ' . , ( 1? # & 2 (I& "1 2 2' 1& %I Z 2 %K + 8 c2 e J g ' . , 2 2 & ?Q.J/ 1& ?Q.J 1 & . 1E ?2 3 1& % " ' 2 , % &' 2 $ ^ 1 c2 e * % ( , I Z * % ( , K + * % P J I & E .I ‚ A 2 L 1 2 (1 2 1 (1, <G 1 ) E& %I Z 2 %K + 2 1! (1 2 ' 2 1 cJ m Z ( , '2 *D # ( " ' ? . "1 1"#' (1 ?9 | / # , . , 1 G ' * ' C? ' ;$ H %[ m 1 2 ' [ & ?1 I% & " & 2. , Rationalism: A belief or theory that opinions and actions should be based on reason and knowledge rather than on religious belief or emotional response. 2 Manichaeism was a major religious movement that was founded by the Iranian prophet Mani in the Sasanian Empire. Manichaeism taught an elaborate dualistic cosmology describing the struggle between a good, spiritual world of light, and an evil, material world of darkness. Wikipedia 3 reasonableness 15