On a pedagogy of authentic care in postgraduate research supervision
本文通过概念分析，探讨了在强调按时毕业、技能培养和就业能力的研究生教育新背景下，如何理解并实践真诚关怀，主张将关怀作为核心，通过解放实现真正的教育。
This conceptual study examines the challenges involved in a new context of postgraduate education that emphasizes timely degree completion, skill development and employability, while still seeking to uphold a commitment to a genuine education (‘Bildung’). Findings from two recent empirical studies set the scene for this inquiry since they raise questions about the extent to which care underpins contemporary postgraduate research supervision practice, and thus render an exploration of the meaning and importance of care in the current context of postgraduate supervision especially timely. The author then reviews four models of understanding postgraduate research supervision for their compatibility and the extent to which they address ‘care’, before concentrating on five concepts highlighted in one of these models: Functional, Enculturation, Critical Thinking, Emancipation and Care. Drawing on insights from social philosophy, the philosophy of education and the literature on the professions, the author proceeds to theorize the relationships between these concepts, building an argument for prioritizing care as the core category, and demonstrating that in a context of postgraduate research supervision that emphasises the ‘functional’, to care authentically means to promote a genuine education through emancipation (‘Bildung’). Developing the notion of authentic caring further by drawing on the ancient idea that one’s own flourishing is a genuine ethical concern, it is also proposed that understanding and reconciling the tension between care for self and care for others is important to meaningful postgraduate research supervision. The study concludes with some practical and reflective questions for supervisors and those supporting their development.