請精通英文的朋友幫我翻譯~謝謝~

Much of the foundation of Noddings’s work can be found in her
analysis and reflection on the writings of John Dewey. Dewey’s
insistence that education for each child should be determined by
the interests and capabilities of each child, as well as the vital
importance of building educational strategies on the purposes of the
child (Noddings, 1984, 2002, 2003), not solely on the child’s
preparation for participation in a democratic society but also on the child’s moral development, speaks to the essence of the ethic of care
as set forth by Noddings. This is nowhere more clear than when
Noddings addresses curricular issues that are useful only in the
artificial settings of schools and not useful in the day-to-day life of
the student outside of the educational facility(Noddings, 2002). It is
her contention that the main aim of education should be a moral one,
that of nurturing the growth of competent, caring, loving, and lovable persons. The curriculum should be organized around centers of care
for oneself, others, the environment, and for ideas(Noddings, 1992).
This holistic approach is revealed in an understanding “that the
caring response is fundamental in moral life because the desire to be
cared for is universal” (Noddings, 2002,pp. 148–149). Dewey
directly addresses the psychology of how children learn by
demonstrating howthe various curricular interests of the study of
science, history, geography, and other mandated.