Handle with Care
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Handling labels with symbols for package transportation. Self adhesive package handling label: Keep dry. The umbrella symbolizes that the package should not be exposed to rain or water. Package handling label "Do Not Stack" - protect the contents of your shipment with labels from Labelident. The response need not be one of gratitude, but their signs of acknowledgment serve to complete the relation—to show that the caring has been received.
In this insistence, the caring described in care theory differs from that in virtue theory. What is missing is the open, listening attitude of true dialogue, the dialogue essential to caring relations. Such dialogue is often missing in our treatment of bullying. An ethic of care suggests four basic elements in moral education. First, caring teachers model caring.
They do not pretend to care in order to model caring; rather, their actual caring shows students what it means to care. Second, caring teachers engage in dialogue with their students. They rarely preach, scold, threaten, or punish. Their dialogue is open and respectful; it includes listening as well as talking, and it treats real problems—problems that have been identified in cooperation with their students. When appropriate, caring teachers share their own moral dilemmas and mistakes.
They acknowledge ambiguity and help students in the difficult task of learning how to live with unavoidable ambiguity. We saw earlier, through my visit to that fourth grade class, how powerful dialogue can be in understanding and controlling bullying. Dialogue can also be powerful in resolving other everyday classroom problems. Years ago, when I was teaching high school math, the school faculty periodically complained about student tardiness to class and, after one such discussion, decided—presumably, in the best interests of the kids—to clamp down and assess real penalties for lateness.
I was uncomfortable with this and decided to talk with my students about the problem. I learned that the fault lay primarily with teachers—particularly gym teachers—who kept their students busy until the last minute and then insisted that they take showers.
The kids had to run, wet, to their next class. It did not seem right to penalize the kids for the resulting lateness. I suggested that we leave the row of desks nearest the door for latecomers and that students who were unavoidably late should take those seats quietly. I never reported any tardiness. The kids knew I respected them, and they returned the respect. Dialogue is, by its very nature, a two-way process; through it, both students and teachers learn how to handle everyday ethical problems better.
By establishing tough rules against tardiness, the faculty had made lateness an ethical rule-bound issue. By accepting unavoidable lateness with respect, I resolved an ethical issue of my own—treating students fairly despite an unfair rule. Third, caring teachers give their students opportunities to practice caring for others. When working in small groups, students are expected to help, not defeat and surpass, one another.
When students listen to the experience of bullying victims, for instance, they are invited to help—to exercise the empathic attention characteristic of caring.
Fourth, carers practice confirmation; that is, they attribute to the cared-for the best possible motive consonant with reality. But confirmation—perhaps the loveliest of moral acts—points the culprit to a better self, one already half-present and struggling to become a consistent reality. It acknowledges that young people want to preserve their moral identity; they do not want to become bad people.
To confirm another, however, we have to know that other. We do not use confirming statements as a strategy; that would be both hypocritical and harmful. We must see the actual possibilities within them and understand their real confusion. Recognizing this reminds us that time spent on building relations of care and trust in the classroom is not wasted time. Teachers and students need that time to get to know one another. Relations of care and trust provide the foundation for both academic and moral education.
A whole school approach involves all teachers and all subjects in the task of ethical education. It is especially suited for moral education in middle and high schools. Whereas elementary schools often add a special program or course on moral education, secondary schools—already overloaded with required academic courses—can rarely do this. I haven't read anything by Picoult in a few years, and I had forgotten how brilliant she is at blending multiple voices throughout a hefty, impressively researched novel.
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This book grabbed me hard and didn't let me go sleep was lost, bus stops missed, etc. The personal, ethical, moral and social issues contained in this book will keep bookclubs talking for weeks.
The story, in a nutshell, is a mother of a precocious but severely disabled child decides, in order to get the cash neces I haven't read anything by Picoult in a few years, and I had forgotten how brilliant she is at blending multiple voices throughout a hefty, impressively researched novel. The story, in a nutshell, is a mother of a precocious but severely disabled child decides, in order to get the cash necessary to keep up with her medical bills and special needs, to sue her obstetrician for "wrongful birth". This means that she must swear under oath that she should have been given all the facts about her daughter's illness in time to have an abortion.
The same child that she adores, who is old enough and smart enough to understand what her mother is saying, but not why she is saying it.. Add to that the fact that her best friend is the doctor she is suing. In a small town. As you can see, the scenario is fraught with dramas and dilemmas even without side stories about her lawyer and her other daughter running throughout. There is a twist, at the very end, that will knock the breath out of you I'm still stunned by so bold a plot turn myself. One thing I disliked about the book is the recipes running throughout it--Charlotte, the main character, was a pastry chef before Willow's problems forced her into being a stay home mom, so they aren't completely out of place, but I felt like they did more to disrupt the flow of the book than add dimension to it.
Still, I give it 5 stars with no hesitation. View all 20 comments. Feb 14, Audrey rated it it was ok. This was the first Jodi Picoult book where I really struggled to finish it.
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There were family problems, questions of morality, several characters having personal problems, it just seemed to be one big book of problems. Anyway that's just my verdict, I'm sure many others will enjoy it View all 3 comments. Mar 24, george rated it liked it Shelves: grown-up-books , read-in I have mixed feelings about Picoult's latest novel. On the one hand, I really enjoyed once again the introduction of a controversial topic in mainstream fiction and the presentation of all points of view.
On the other hand Yes, from what I can recall, this is too similar to My Sister's Keeper. The ending was completely unnecessary. The chapters--written as if they were letters to Willow--just didn't flow the way Picoult most likely intended. Not to mention that P I have mixed feelings about Picoult's latest novel.
Not to mention that Picoult's writing has pretty much become formulaic. Then there were things that didn't really ring true to the characters Sean not understanding why the law firm wouldn't take on his case, for one--hello, he's presented as quite level-headed and intelligent in the rest of the book.
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Yes, there's a lot of emotion, but even embarrassment is not an excuse for presenting him as dumb on just one page when the rest of the book never alluded to that. And that's just one example. Then there's the character of Charlotte--I hated her; which was a good thing because it kept me engrossed in the book.
I hated her because I cannot accept, or believe, that anyone would be stupid enough to believe that this lawsuit wouldn't change anything for the worse. I hated her because she is a great example of how our litigious, "I'm not to blame--she is" society operates.