本文主要探討女性主義學者所發展的關懷倫理學，並析論其對教育之看法。姬莉 根從心理學之觀點挑戰了傳統倫理學只反映了男性之認知；而諾丁則從哲學之觀點加以說明 ，並具體的規劃了關懷取向之課程建構。姬莉根從對女性的晤談中發現，女性的倫理思考是 以人際關係的關懷為導向，其發展階段為：第一階段是個個生存導向，處階段是自我犧牲， 第三階段是不傷害的原則。以謀求自我及群體的利益。諾丁則從關懷倫理出發，提出人際推 理之重點，並歸納道德教育之重點方式為：身教、對話、實踐與認肯；她心儀的課程結構方 式並是從知識的特性出發，而是從關懷的角度去統整眾多分殊的知識，諾丁建構了七類型以 關懷為本的領域：關懷自已、關懷親密之人、關懷周遭熟識之人、關懷他人 (遠方不相識之 人 )、關懷動植物及自然環境、關懷人為環境、以及關懷觀念。筆者在檢討關懷倫理學時， 雖然不完全同意關懷倫理之設定，也不認為關懷倫理與正義倫理是二元對立，但大體上仍同 意關懷倫理對道德教育、課程規劃，乃至整個人類文明的積極意義。

　　　　　The purpose of this paper is to study the care ethics and its implication by two feminists. C. Gilligan has used the psychological views to interpret traditional ethics just reflected the cognition of men. N. Noddings constructed the care ethics and designed the curriculum proposal by philosophical argument. According to Gilligan's study, the feminine approach to ethics are relational oreintation. The first stage is self-survival, the second stage is self-sacrifice, and the third stage is nonviolence. Noddings proposes the interpersonal reasoning from the ethics, and concludes the four components of moral education. They are modeling, dialogue, practice, and confirmation. She constructs seven types of curriculum from care perspectives. They are caring for self, caring intimate others, caring distant others and strangers, caring animals, plants and the earth, caring the human-made world, as well as caring for ideas. I don't think the care ethics can be independent of the just ethics. But I can agree that the care ethics could provide some positive meaning to moral education, curriculum design, and the civilization of all person.