Quotes from Nel Noddings

The student is infinitely more important than the subject matter.

What sort of god would deliberately create a world in which his creatures must eat one another to live?

A sense of responsibility in teaching pushes us constantly to think about and promote the best interests of our students. In contrast, the demand for accountability often induces mere compliance.

It still amazes me that we insist on teaching algebra to all students when only about 20 percent will ever use it and fail to teach anything about parenting when the vast majority of our students will become parents.

For Achilles, the death of Patroclus pushed him into a fury, but it was not only grief that drove him. It was also a sense of shame and guilt because he had not been there to protect his friend. Sometimes men in combat feel this sort of survivor's guilt even though, realistically, they could have done nothing to prevent their comrade's death.

On the positive side, a strong sense of comradely loyalty triggers genuine affection and friendship. On the negative side, it may strengthen contempt for the lives of opponents and, of course, the loss of a comrade may be followed by even greater brutality in battle.

If the well-being of my loved place depends on the well-being of Earth, I have a good reason for supporting the well-being of your loved place. I have selfish as well as cosmopolitan reasons for preserving the home-places of all human beings. Cosmopolitanism becomes thicker and more potent with this realization.

Because most of us recognize that we will fight to protect our children, we cannot be absolute pacifists.

S]cience has contributed a great deal to war and violence, and people well trained in science are sometimes not entirely rational and are even dogmatic. We have to find a way to teach reflectively, not just scientifically.

Gandhi, convinced of the power of satyagraha, suggested that it be used by the Jews against the Nazis. In response, Martin Buber – who had earlier (1930) written that much could be learned from Gandhi – said that this method could not be used against the Nazis. It is one thing to use nonviolent methods against those who would deprive you of some material benefit, but if their basic aim is to deprive you of life itself, how can you resist nonviolently?

The Great Stone at the center of the Somme memorial has this inscription: "Their name liveth for evermore." The memorial contains 73,077 names, the names of young men who were robbed of life. Note that we often say that they gave their lives, but of course, this is not true; their lives were taken from them. It is not outrageous to consider the carving of their names and the false promise of "evermore" another act of violence.

Everything we do, then, as teachers, has moral overtones. Through dialogue, modeling, the provision of practice, and the attribution of best motive, the one-caring as teacher nurtures the ethical idea. She cannot nurture the student intellectually without regard for the ethical ideal unless she is willing to risk producing a monster" (p. 179).

We Americans pride ourselves on our freedom to speak, to say what we believe. But of what use is it to speak if only those who already agree with us listen? A first step toward the abolition of war is learning to listen with respect and sympathy.

W]e would do better to treat terrorists as common criminals, people who have broken the laws recognized by all civil societies. To treat them as soldiers is to increase their power, respectability, and commitment.

It is not my purpose here to document the destruction caused by war [...] The point is to ask ourselves why these accounts have not had greater effect. [...] Why is it that many of us are deeply moved by visual art, fiction, and firsthand accounts of destruction and yet accept war as a means of resolving conflict or defending ourselves?

If spectacle is lacking in everyday life, it may be because we have forgotten where and how to look.