Learning caring behavior in an integrated manner.

Abstract

We can see that by transferring caring behaviors from previous experiences, by imitation of role models, and by multiple experiential activities, learners form and utilize schemata of caring. By finding ways to stimulate learners to think about the feeling of caring and to imagine caring for others, caring becomes a psychophysiological or psychokinesthetic experience. A broad aim or high-level purpose, that is, to care, to have interest in and concern for others, or union and separation toward growth could serve as an inner context that would automatically evoke associated networks of learned, integrated caring actions. The caregiver would not usually be aware of each separate action. These broad aims would organize procedural knowledge, or "know how," in the motor areas of the brain. Let us return to Gardield's predicament. Can we help him walk again? Perhaps someone will call him in a friendly voice, someone whom he knows will give him a little chow and lots of stroking on his head. I suspect he would forget about his feet and just hurry over.