University and Social Sustainability From Care Ethics
Abstract The mission of the university includes rising to the challenges of each historical moment, and, as far as teaching is concerned, offering rigorous and up-to-date training in each specific professional profile. The aim of this article is to consider and reflect on which narratives, old promises and false myths are unsustainable because they perpetuate waste, inequality and domination. In order to identify the current challenges, in this article we use the critical hermeneutics ethodology. This allows us to establish that inequality, exclusion, climate injustice, neo-liberal imperialism, corruption, destruction of the biosphere and many other problems are the consequence of unsustainable models. The article discusses which other perspectives and narratives might offer better tools for moving towards social sustainability. We conclude that the university can find in care ethics catalysing elements to nurture the transition towards sustainability and social justice. This is a relational ethics capable of creating connections to overcome the dominant impositions, isolation and fear that silence certain voices. We need a university education that reconstructs these silences and activates forms of competent professional participation (in ethical and technical terms). In this way, we will be in a better position to build a democracy that takes into account the real needs of all people and reorients educational, social, scientific, business, labour, fiscal and economic models to achieve the shift towards the sustainability that we need.
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Aloni, N. (2020). Locally Grounded, Universally Binding: The Benefit of Incorporating Traditional Care Ethics, East and West, into Current Moral Education. Educational Philosophy and Theory, 52(1), 98-105. http://doi.org/10.1080/00131857.2019.1607726
#AAEEER, Verlie, B., Emery, S., Osborn, M., Beasy, K., Coleman, B., Kezabu, K., & Nicholls, J. (2017). Becoming Researchers: Making Academic Kin in the Chthulucene. Australian Journal of Environmental Education 33(3), 145–59. https://doi.org/10.1017/aee.2017.24
Bergland, B. (2018). The Incompatibility of Neoliberal University Structures and Interdisciplinary Knowledge: A Feminist Slow Scholarship Critique. Educational Philosophy and Theory, 50(11), 1031-1036. http://doi.org/10.1080/00131857.2017.1341297
Bonnett, M. (2017). Environmental Consciousness, Sustainability, and the Character of Philosophy of Education. Studies in Philosophy and Education, 36(3), 333-347. http://doi.org/10.1007/s11217-016-9556-x
Bozalek, V. G., McMillan, W., Marshall, D. E., November, M., Daniels, A., & Sylvester, T. (2014). Analysing the Professional Development of Teaching and Learning from a Political Ethics of Care Perspective. Routledge. http://doi.org/10.1080/13562517.2014.880681
Bozalek, V. & Zembylas, M. (2017). Towards a response-able pedagogy across higher education institutions in post-apartheid South Africa: an ethico-political analysis. South African Journal of Higher Education 32(6), 62-85. http://doi.org/10.17159/1947-9417/2017/2017
Camps, V. (2021). Tiempo de cuidados. Otra forma de estar en el mundo. Arpa.
Done, E. J., Murphy, M., & Knowler, H. (2016). University-Based Professional Learning for Women Teachers and the "To Care" or "To Lead" Dilemma. Professional Development in Education, 42(4), 610-627. http://doi.org/10.1080/19415257.2014.948690
Conill, J. (2019). Intimidad personal y persona humana. De Nietzsche a Ortega y Zubiri. Taurus.
Cortina, A. (2021). Ética cosmopolita. Una apuesta por la cordura en tiempos de pandemia. Paidós.
Durán, Mª. A. (2018). La riqueza invisible del cuidado. Universitat de València.
Escámez, J., y Peris, J. A. (2021). La universidad del siglo XXI y la sostenibilidad social. Tirant.
Esteban, M. L. (2017). Los cuidados, un concepto central en la teoría feminista: aportaciones, riesgos y diálogos con la antropología. Quaderns-e, 22(2). https://raco.cat/index.php/QuadernseICA/article/view/333111
Franck, O., & Osbeck, C. (2018). Challenging the Concept of Ethical Literacy within Education for Sustainable Development (ESD): Storytelling as a Method within Sustainability Didactics. Education 3-13, 46(2), 133-142. http://doi.org/10.1080/03004279.2016.1201690
Gachago, D. & Livingston, C. (2020). The elephant in the room: Tensions between normative research and an ethics of care for digital storytelling in higher education. Reading & Writing 11(1). https://doi.org/10.4102/rw.v11i1.242
Gil, M., y Navajas, N. (2021). El olvido de lo imprescindible: percepciones y vivencias de cuidadoras de personas con alzheimer en tiempos del coronavirus. En A. Marrades Puig (Coord.), Los cuidados en la era Covid-19 (pp. 239-263). Tirant.
Gilligan, C. (1982). In a Different Voice. Psychological Theory and Women`s Development. Cambridge University Press. Traducido al español con el título: (1985). La moral y la teoría. Psicología del desarrollo femenino. F.C. E.
Gilligan, C. (2013). La resistencia a la injusticia: una ética feminista del cuidado. En C. Gilligan (2013), La ética del cuidado (pp. 41-67). Cuadernos de la Fundación.
Han, B-CH. (2017). La expulsión de lo distinto. Herder.
Haraway, D. (2016). Staying with the Trouble. Making Kin in the Chthulucene. Duke University Press.
Hodson, D. (2020). Going beyond STS Education: Building a Curriculum for Sociopolitical Activism. Canadian Journal of Science, Mathematics and Technology Education, 20(4), 592-622. http://dx.doi.org/10.1007/s42330-020-00114-6
Jonas, H. (1995). El principio de responsabilidad. Ensayo de una ética para la civilización tecnológica. Herder.
Kittay, E. (1999). Love´s labor. Essays on women, equality, and dependency. Routledge.
Limón-Domínguez, D., Solís-Espallargas, C., y Pabón-Figueras, M. (2021) Ecofeminismo. Redes que tejen futuro. Octaedro.
Lolich, L., & Lynch, K. (2017). Aligning the Market and Affective Self: Care and Student Resistance to Entrepreneurial Subjectivities. Gender and Education, 29(1),115-131. http://doi.org/10.1080/09540253.2016.1197379
Lottero-Perdue, P., & Settlage, J. (2021). Equitizing Engineering Education by Valuing Children's Assets: Including Empathy and an Ethic of Care When Considering Tradeoffs after Design Failures. Journal of Pre-College Engineering Education Research, 11(1), 46-69. http://doi.org/10.7771/2157-9288.1280
Lu, H. (2018). Caring Teacher and Sensitive Student: Is It a Gender Issue in the University Context? Gender and Education, 30(1), 74-91. http://doi.org/10.1080/09540253.2016.1171296
Martínez, R., Roldán, S. y Sastre, M. (2018). La atención a la dependencia en España. Evaluación del sistema actual y propuesta de implantación de un sistema basado en el derecho universal de atención suficiente por parte de los servicios públicos. Estudio de su viabilidad económica y de sus impactos económicos y sociales. Papeles de Trabajo 5/2018. Instituto de Estudios Fiscales. https://www.ief.es/docs/destacados/publicaciones/papeles_trabajo/2018_05.pdf
MacIntyre, A. (2001). Animales racionales dependientes. Paidós.
Monteiro, F., Leite, C., & Rocha, C. (2019). From the Dominant Engineering Education Perspective to the Aim of Promoting Service to Humanity and the Common Good: The Importance of Rethinking Engineering Education. European Journal of Engineering Education, 44(4), 504-518. http://doi.org/10.1080/03043797.2018.1435630
Mut Montalvá, E., Vázquez Cañete, A., y Belda Miquel, S. (2021). La ética del cuidado en la enseñanza universitaria: Propuesta para la asignatura de trabajo fin de grado en la Universitat de València. En A. Marrades Puig. (Coord.), Los cuidados en la era Covid-19 (pp. 83-103). Tirant.
Ortega y Gasset, J. (1983). La misión de la Universidad. Obras completas. Vol. 4, (pp. 313-353). Alianza.
Pau, A. (2020). El principio de igualdad y el principio del cuidado, con especial atención a la discapacidad. Revista de derecho civil, 8(1), 3-29. https://nreg.es/ojs/index.php/RDC/article/view/507
Pla-Julián, I., & Guevara, S. (2019). Is circular economy the key to transitioning towards sustainable development? Challenges from the perspective of care ehics. Futures, 105, 67-77. https://doi.org/10.1016/j.futures.2018.09.001
Santos Rego, M. A., Mella-Núñez, I., y García-Álvarez, J. (2021). Educación moral y ética de la acción en el aprendizaje-servicio universitario. La sombra de John Dewey. Perfiles Educativos, 43(173) https://doi.org/10.22201/iisue.24486167e.2021.173.59818
Sevenhuijsen, S. (2003). The place of care: the relevance of the feminist ethic of car for social policy. Femisnist Theory, 4(2), 179-197. https://doi.org/10.1177%2F14647001030042006
Stein, S. (2019). The Ethical and Ecological Limits of Sustainability: A Decolonial Approach to Climate Change in Higher Education. Australian Journal of Environmental Education, 35(3), 198-212. https://doi.org/10.1017/aee.2019.17
Stratford, R., & Wals, A. E. (2020). In Search of Healthy Policy Ecologies for Education in Relation to Sustainability: Beyond Evidence-Based Policy and Post-Truth Politics. Policy Futures in Education, 18(8), 976-994. http://doi.org/10.1177/1478210320906656
Tenorio Rodríguez, M. A., González-Monteagudo, J., & Padilla-Carmona, T. (2021). Employability and Inclusion of Non-Traditional University Students: Limitations and Challenges. IAFOR Journal of Education, 9 (1), 133-151. https://doi.org/10.22492/ije.9.1.08
Tillmanns, T. (2020). Learning Sustainability as an Effect of Disruption. Environmental Education Research 26(1), 14-26. https://doi.org/10.1080/13504622.2019.1682125
Tronto, J. (1993). Moral Boundaries: A Political Argument for an Ethic of Care. Routledge.
Tronto, J. (2010). Creating Caring Institutions: Politics, Plurality, and Purpose. Ethics and Social Welfare, 4(2), 158-171. https://doi.org/10.1080/17496535.2010.484259
Tronto, J. (2013). Caring Democracy. Markets, Equality and Justice. New York University Press.
Tronto, J. (2015). Who Cares?: How to Reshape a Democratic Politics. Cornell University Press.
Tronto, J. (2017).There is an alternative: homines curans and the limits of neoliberalism. International Journal of Care and Caring, 1(1), 27-43. https://doi.org/10.1332/239788217X14866281687583
Vázquez, V. (2019). Care Ethics in Universities: Beyond an “Easy and Stir” solution. Encounters in Theory and History of Education, 20(1), 83-101. https://doi.org/10.24908/encounters.v20i1.13417
Yoo, S., Mosrur, E., Lee, E. & Toca Andrea, D. (2019). Development as Education for Social Justice. Asia Pacific Education Review 20, 259–72. https://doi.org/10.1007/s12564-019-09603-2
Zubiri, X. (1986). Sobre el hombre. Alianza.
#AAEEER, Verlie, B., Emery, S., Osborn, M., Beasy, K., Coleman, B., Kezabu, K., & Nicholls, J. (2017). Becoming Researchers: Making Academic Kin in the Chthulucene. Australian Journal of Environmental Education 33(3), 145–59. https://doi.org/10.1017/aee.2017.24
Bergland, B. (2018). The Incompatibility of Neoliberal University Structures and Interdisciplinary Knowledge: A Feminist Slow Scholarship Critique. Educational Philosophy and Theory, 50(11), 1031-1036. http://doi.org/10.1080/00131857.2017.1341297
Bonnett, M. (2017). Environmental Consciousness, Sustainability, and the Character of Philosophy of Education. Studies in Philosophy and Education, 36(3), 333-347. http://doi.org/10.1007/s11217-016-9556-x
Bozalek, V. G., McMillan, W., Marshall, D. E., November, M., Daniels, A., & Sylvester, T. (2014). Analysing the Professional Development of Teaching and Learning from a Political Ethics of Care Perspective. Routledge. http://doi.org/10.1080/13562517.2014.880681
Bozalek, V. & Zembylas, M. (2017). Towards a response-able pedagogy across higher education institutions in post-apartheid South Africa: an ethico-political analysis. South African Journal of Higher Education 32(6), 62-85. http://doi.org/10.17159/1947-9417/2017/2017
Camps, V. (2021). Tiempo de cuidados. Otra forma de estar en el mundo. Arpa.
Done, E. J., Murphy, M., & Knowler, H. (2016). University-Based Professional Learning for Women Teachers and the "To Care" or "To Lead" Dilemma. Professional Development in Education, 42(4), 610-627. http://doi.org/10.1080/19415257.2014.948690
Conill, J. (2019). Intimidad personal y persona humana. De Nietzsche a Ortega y Zubiri. Taurus.
Cortina, A. (2021). Ética cosmopolita. Una apuesta por la cordura en tiempos de pandemia. Paidós.
Durán, Mª. A. (2018). La riqueza invisible del cuidado. Universitat de València.
Escámez, J., y Peris, J. A. (2021). La universidad del siglo XXI y la sostenibilidad social. Tirant.
Esteban, M. L. (2017). Los cuidados, un concepto central en la teoría feminista: aportaciones, riesgos y diálogos con la antropología. Quaderns-e, 22(2). https://raco.cat/index.php/QuadernseICA/article/view/333111
Franck, O., & Osbeck, C. (2018). Challenging the Concept of Ethical Literacy within Education for Sustainable Development (ESD): Storytelling as a Method within Sustainability Didactics. Education 3-13, 46(2), 133-142. http://doi.org/10.1080/03004279.2016.1201690
Gachago, D. & Livingston, C. (2020). The elephant in the room: Tensions between normative research and an ethics of care for digital storytelling in higher education. Reading & Writing 11(1). https://doi.org/10.4102/rw.v11i1.242
Gil, M., y Navajas, N. (2021). El olvido de lo imprescindible: percepciones y vivencias de cuidadoras de personas con alzheimer en tiempos del coronavirus. En A. Marrades Puig (Coord.), Los cuidados en la era Covid-19 (pp. 239-263). Tirant.
Gilligan, C. (1982). In a Different Voice. Psychological Theory and Women`s Development. Cambridge University Press. Traducido al español con el título: (1985). La moral y la teoría. Psicología del desarrollo femenino. F.C. E.
Gilligan, C. (2013). La resistencia a la injusticia: una ética feminista del cuidado. En C. Gilligan (2013), La ética del cuidado (pp. 41-67). Cuadernos de la Fundación.
Han, B-CH. (2017). La expulsión de lo distinto. Herder.
Haraway, D. (2016). Staying with the Trouble. Making Kin in the Chthulucene. Duke University Press.
Hodson, D. (2020). Going beyond STS Education: Building a Curriculum for Sociopolitical Activism. Canadian Journal of Science, Mathematics and Technology Education, 20(4), 592-622. http://dx.doi.org/10.1007/s42330-020-00114-6
Jonas, H. (1995). El principio de responsabilidad. Ensayo de una ética para la civilización tecnológica. Herder.
Kittay, E. (1999). Love´s labor. Essays on women, equality, and dependency. Routledge.
Limón-Domínguez, D., Solís-Espallargas, C., y Pabón-Figueras, M. (2021) Ecofeminismo. Redes que tejen futuro. Octaedro.
Lolich, L., & Lynch, K. (2017). Aligning the Market and Affective Self: Care and Student Resistance to Entrepreneurial Subjectivities. Gender and Education, 29(1),115-131. http://doi.org/10.1080/09540253.2016.1197379
Lottero-Perdue, P., & Settlage, J. (2021). Equitizing Engineering Education by Valuing Children's Assets: Including Empathy and an Ethic of Care When Considering Tradeoffs after Design Failures. Journal of Pre-College Engineering Education Research, 11(1), 46-69. http://doi.org/10.7771/2157-9288.1280
Lu, H. (2018). Caring Teacher and Sensitive Student: Is It a Gender Issue in the University Context? Gender and Education, 30(1), 74-91. http://doi.org/10.1080/09540253.2016.1171296
Martínez, R., Roldán, S. y Sastre, M. (2018). La atención a la dependencia en España. Evaluación del sistema actual y propuesta de implantación de un sistema basado en el derecho universal de atención suficiente por parte de los servicios públicos. Estudio de su viabilidad económica y de sus impactos económicos y sociales. Papeles de Trabajo 5/2018. Instituto de Estudios Fiscales. https://www.ief.es/docs/destacados/publicaciones/papeles_trabajo/2018_05.pdf
MacIntyre, A. (2001). Animales racionales dependientes. Paidós.
Monteiro, F., Leite, C., & Rocha, C. (2019). From the Dominant Engineering Education Perspective to the Aim of Promoting Service to Humanity and the Common Good: The Importance of Rethinking Engineering Education. European Journal of Engineering Education, 44(4), 504-518. http://doi.org/10.1080/03043797.2018.1435630
Mut Montalvá, E., Vázquez Cañete, A., y Belda Miquel, S. (2021). La ética del cuidado en la enseñanza universitaria: Propuesta para la asignatura de trabajo fin de grado en la Universitat de València. En A. Marrades Puig. (Coord.), Los cuidados en la era Covid-19 (pp. 83-103). Tirant.
Ortega y Gasset, J. (1983). La misión de la Universidad. Obras completas. Vol. 4, (pp. 313-353). Alianza.
Pau, A. (2020). El principio de igualdad y el principio del cuidado, con especial atención a la discapacidad. Revista de derecho civil, 8(1), 3-29. https://nreg.es/ojs/index.php/RDC/article/view/507
Pla-Julián, I., & Guevara, S. (2019). Is circular economy the key to transitioning towards sustainable development? Challenges from the perspective of care ehics. Futures, 105, 67-77. https://doi.org/10.1016/j.futures.2018.09.001
Santos Rego, M. A., Mella-Núñez, I., y García-Álvarez, J. (2021). Educación moral y ética de la acción en el aprendizaje-servicio universitario. La sombra de John Dewey. Perfiles Educativos, 43(173) https://doi.org/10.22201/iisue.24486167e.2021.173.59818
Sevenhuijsen, S. (2003). The place of care: the relevance of the feminist ethic of car for social policy. Femisnist Theory, 4(2), 179-197. https://doi.org/10.1177%2F14647001030042006
Stein, S. (2019). The Ethical and Ecological Limits of Sustainability: A Decolonial Approach to Climate Change in Higher Education. Australian Journal of Environmental Education, 35(3), 198-212. https://doi.org/10.1017/aee.2019.17
Stratford, R., & Wals, A. E. (2020). In Search of Healthy Policy Ecologies for Education in Relation to Sustainability: Beyond Evidence-Based Policy and Post-Truth Politics. Policy Futures in Education, 18(8), 976-994. http://doi.org/10.1177/1478210320906656
Tenorio Rodríguez, M. A., González-Monteagudo, J., & Padilla-Carmona, T. (2021). Employability and Inclusion of Non-Traditional University Students: Limitations and Challenges. IAFOR Journal of Education, 9 (1), 133-151. https://doi.org/10.22492/ije.9.1.08
Tillmanns, T. (2020). Learning Sustainability as an Effect of Disruption. Environmental Education Research 26(1), 14-26. https://doi.org/10.1080/13504622.2019.1682125
Tronto, J. (1993). Moral Boundaries: A Political Argument for an Ethic of Care. Routledge.
Tronto, J. (2010). Creating Caring Institutions: Politics, Plurality, and Purpose. Ethics and Social Welfare, 4(2), 158-171. https://doi.org/10.1080/17496535.2010.484259
Tronto, J. (2013). Caring Democracy. Markets, Equality and Justice. New York University Press.
Tronto, J. (2015). Who Cares?: How to Reshape a Democratic Politics. Cornell University Press.
Tronto, J. (2017).There is an alternative: homines curans and the limits of neoliberalism. International Journal of Care and Caring, 1(1), 27-43. https://doi.org/10.1332/239788217X14866281687583
Vázquez, V. (2019). Care Ethics in Universities: Beyond an “Easy and Stir” solution. Encounters in Theory and History of Education, 20(1), 83-101. https://doi.org/10.24908/encounters.v20i1.13417
Yoo, S., Mosrur, E., Lee, E. & Toca Andrea, D. (2019). Development as Education for Social Justice. Asia Pacific Education Review 20, 259–72. https://doi.org/10.1007/s12564-019-09603-2
Zubiri, X. (1986). Sobre el hombre. Alianza.
Vázquez Verdera, V., & Escámez Sánchez, J. (2022). University and Social Sustainability From Care Ethics. Teoría De La Educación. Revista Interuniversitaria, 34(2), 141–158. https://doi.org/10.14201/teri.27817
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