The most developed form of moral caring in Gilligan's model is integrated caring, the coordination of personal needs and values with those of others. Now the morally good choice takes account of everyone including yourself, not everyone except yourself. In considering an abortion, a woman at Position 3 would think not only about the consequences for the father, the unborn child, and her family, but also about the consequences for herself. How would bearing a child affect her own needs, values, and plans? This perspective leads to moral beliefs that are more comprehensive, but ironically are also more prone to dilemmas because the widest possible range of individuals are being considered.
In classrooms, integrated caring is most likely to surface whenever teachers give students wide, sustained. freedom to make choices. If students have little flexibility about their actions, there is little room for considering anyone's needs or values, whether their own or others'. If the teacher says simply: “Do the homework on page 50 and turn it in tomorrow morning”, then the main issue becomes compliance, not moral choice. But suppose instead that she says something like this: “Over the next two months, figure out an inquiry project about the use of water resources in our town. Organize it any way you want talk to people, read widely about it, and share it with the class in a way that all of us, including yourself, will find meaningful._ An assignment like this poses moral challenges that are not only educational, but also moral, since it requires students to make value judgments. Why? For one thing, students must decide what aspect of the topic really matters to them. Such a decision is partly a matter of personal values. For another thing, students have to consider how to make the topic meaningful or important to others in the class. Third, because the time line for completion is relatively far in the future, students may have to weigh personal priorities (like spending time with friends or family) against educational priorities (working on the assignment a bit more on the weekend). As you might suspect, some students might have trouble making good choices when given this sort of freedom and their teachers might therefore be cautious about giving such an assignment. But the difficulties in making choices are part of Gilligan's point: integrated caring is indeed more demanding than the caring based only on survival or on consideration of others. Not all students may be ready for it.
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