A Critical Analysis of Noddings’ Moral Education Based on Allame Tabataba'i’s Viewpoint

Hamid Ahmadi Hedayat / Ph.D. in Philosophy of Education Shahed University    ahmadi@shahed.ac.ir
Najme Ahmadabadi Arani / Ph.D. Student in Philosophy of Education Payame Noor University Tehran    najmeh.ahmadabadi@gmail.com
Maryam Naderi / Ph.D. in Philosophy of Education Al-Zahra University    dr.naderi.m@gmail.com
Received: 2019/05/20 - Accepted: 2019/10/16
Abstract
Using an analytical-comparative and critical approach, this paper seeks to answer these two questions, first, what is the nature of Noddings’ moral education? Second, what are the most important criticisms of Noddings’ moral education based on Allame Tabataba'i’s perspective? The findings show that, rejecting the universal moral, Noddings believes that the purpose of moral education is acquiring the ability for a better life in society and playing the role of citizenship. While emphasizing the exclusive role of emotions, Noddings considers man and his nature to be the center of moral education. Allame Tabataba'i, however, looks at moral education differently. The following are some of the most important criticisms of Noddings’ moral education from the viewpoint of Allame Tabataba'i, relativism, the secularist approach, neglecting individual spiritual wayfaring, extreme emphasis on emotionalism and external interactions in moral education. 
Keywords: Noddings, Allame Tabataba'i, moral education.