Universal Definition Of Care

Definition of care
The concept of caring is a universal phenomenon. Despite this, a universal definition of the concept of ‘care’ is yet to be established ‘as definitions have often been imprecise’ (Held, 2006:29). This, according to Swanson (1991) is the effect of several conflicting opinions regarding the meaning of caring in both interpersonal and professional relationships. However, Mayeroff (1971:1) defines care: ‘To care for another person, in the most significant sense, is to help him grow and actualize himself’. For Mayeroff, the nature of care lies in the progress of another. Conversely, Nodding’s (1984:9) asserts a more universal definition that can be applied in many contexts; in which she expresses a ‘feeling of concern, and burden’
In the context of education, ‘students are influenced by teachers and therefore model the interactions they display’ (Miller, 2008:6). As a teaching assistant and primary caregiver, I have observed and played a part in modeling caring behaviour that transpires each and everyday in schools. Not only, does ‘modeling’ of care occur in lessons such as RE and Citizenship, but also the way in which teachers conduct themselves when dealing with behavioral incidents. A recent and personal example of an experience of modeled care is one shared between the teacher and myself in the context of the classroom. We were talking in pairs about holiday news. This particular young girl, who I describe, was failing to interact and share her news with her ‘talk partner’. This was despite her ‘talk partner’ being enthusiastic and motivated in sharing her own holiday news. The teacher and myself could see that she was not engaged; so the teacher joined their discussion. The teacher tried to focus the student in on the discussion, in which the girl said she had, ‘the worst Christmas ever’. Mutually, we were aware of family issues. However, the teacher was able to guide the pupil, through open and compassionate and ‘caring’ questions, such as ‘tell us about
The act of care giving, especially in the context of formal education, can present a range of potential conflicts with professional conduct (QUOTE). While there has been a movement away from the affective and expressive language that has previously been used to describe the tasks teachers and educational professional undertake. (SUCH AS). What is defined as ‘professional’ in one context may not be viewed as such in another. Thus, meaning that caring can often be a one sided experience. Finders (2001:211) points out, in unequal relationships things can become complex. ‘Issues of time, intensity and situational various also have to be worked out, as do questions of what is means to care for non-human