ABSTRACT
In this chapter, Ann Margaret Sharp examines the phenomenon of care in terms of how our ideals manifest in the ways that we perform, participate in community, give ourselves to projects that matter, and relate to others. She argues that education is growth in the capacity to constitute ever more complex objectives, which necessarily involves the evolution of the capacity to care. In the community of philosophical inquiry, she explains, children are exercised in their imaginative participation in the possibilities of present experience, but the deeper meaning of that process is their learning to trust the meaning of the universe of interpersonal, inter-subjective meaning they construct, by coming to care for the tools of inquiry, problems they deem worthy of inquiry, the form of dialogue, and one another.
