請幫忙翻譯成中文~感謝~ - 社會議題

Much of the foundation of Noddings’s work can be found in her
analysis and reflection on the writings of John Dewey. Dewey’s
insistence that education for each child should be determined by
the interests and capabilities of each child, as well as the vital
importance of building educational strategies on the purposes of the
child (Noddings, 1984, 2002, 2003), not solely on the child’s
preparation for participation in a democratic society but also on the
child’s moral development,speaks to the essence of the ethic of
care as set forth by Noddings. This is nowhere more clear
than when Noddings addresses curricular issues that are useful only in the artificial settings of schools and not useful in the day-to-day life of the student outside of the educational facility (Noddings, 2002). It is
her contention that the main aim of education should be a moral one,
that of nurturing the growth of competent, caring, loving, and lovable persons. The curriculum should be organized around centers of care
for oneself, others, the environment, and for ideas (Noddings, 1992). This holistic approach is revealed in an understanding “that the
caring response is fundamental in moral life because the desire to be
cared for is universal” (Noddings, 2002, pp. 148–149). Dewey
directly addresses the psychology of how children learn by
demonstrating howthe various curricular interests of the study of
science, history, geography, and other mandated subjects may be
employed in the solutions of genuine problems. He further proposes
that these interests must be progressively organized so that students
who develop interests in specific fields may be invited to study them
in greater depth as part of their own development. However,
Noddings eschews what she sees as the liberal tradition in favor of
more important and essential centers of care (Noddings, 1992).