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 suggestion in schooling.
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Extra resources for A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration
The relationship with the other uncovers the subjectivity of being inspired by the other. The asymmetry of learning We can now depict the ethical relation associated with learning. Describing the subjectivity of the student in terms of inspiration makes visible the ethical orientation that animates learning. Central to that ethical connection is the asymmetry of the relationship of the student to the teacher. From the depth of an inspired subject the teacher functions as the other. As inspired, the student is in a heteronomous relationship with the teacher, showing something transcendent that disrupts the learner as an autonomous subject, decentering it by inspiring the student not to cling to his or her own conscious centeredness.
From the perspective of the listening and speaking learner, there is a continuing distance in the relationship with the teacher as other. Conversation occurs across the gap of difference between oneself and the other. Communication does not erase that gap, but needs that gap for it to occur. Rather than fusing the difference or closing the gap, speaking as saying requires the student’s ongoing inability to be non-indifferent to the teacher. That is, the student is inspired by the teacher as other.
It is to feel not only that I am necessary for its realization, but also that its coming is possible and desirable. 0005 A Levinasian Ethics for Education’s Commonplaces delightful difference in the world, that the world can and will become a place of human flourishing, in part through my own actions. The inspiration to hope involves a deeper subjectivity, a decentering of the self. Being inspired to hope means uncovering a different sense of being a subject. At one level, being a subject involves being an autonomous, sovereign being, one who is in charge.
A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration by C. Joldersma