Download A Levinasian Ethics for Education’s Commonplaces: Between by C. Joldersma PDF

By C. Joldersma

Joldersma applies Levinas's ethics systematically to the commonplaces of schooling - instructing, studying, curriculum, and associations - and elucidates the position of justice and accountability and the that means of calling and proposal in schooling.

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Extra info for A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration

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48). The response I’m calling speaking (saying) is first a risk, a vulnerability. As a response to listening, it again opens the learning subject to exposure, although in a different way than before. It exposes the learner’s unsettled and newly reconstituted interiority to the other. Speaking as saying thus marks, once again, the heteronomy of the learner in relation to the teacher as other. In speaking to a teacher, that is, by answering a question or venturing an idea to a prompt, undertaking a project, the student is responding.

Or, high school teachers who are paid to teach can and do, in fact, learn from their teenage students. But in those cases, to the extent professors and high school teachers are learning, at the very moment they function as learners, they are inspired by their students, and thus are conditioned by a relation of asymmetry with the other from whom they are at that moment learning. That is, professional instructors are at that moment inspired subjects, existing in an asymmetric intersubjective relation with their students, who function in that relation as the disturbing, questioning, other.

To be a learner is to become a rational master over what has been restrictive; to be a learner is to become autonomous. Much of the autonomy discussion comes from a third-person perspective. A neutral observer, neither the teacher nor the student, describes the student in these terms. This is not a description from the student’s perspective, but a third-person description of a socially approved, externally imposed desired effect in the student. I would like to shift the perspective, to the first-person perspective of the student to address the question of autonomy and being a learner.

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