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

By C. Joldersma

ISBN-10: 1137415495

ISBN-13: 9781137415493

ISBN-10: 1349491772

ISBN-13: 9781349491773

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 concept in schooling.

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

Example text

As I noted in Chapter 1, through our response of struggling for justice we experience an ethical call that comes from the world. This is the call to live justly and for justice, seeking peace and living peacefully, desiring delight and living delightfully. More particularly, the call for justice comes as an inclusive obligation to help the stranger. Struggling for justice as a real possibility means being animated by hope and being called to responsibility to act in moving toward inclusive communities that are marked by human flourishing.

Without the stutter of a lag, the subject’s own ideas would smother the incoming animation. The gap ruptures the centered action dictated by the foreseeable future, allowing something foreign to emerge in the subject. The non-indifference toward the suffering others keeps domestication from occurring. That breach becomes an opening to listening to those around oneself rather than domesticating the others around one’s own purposes. The notion of a ‘time unforeseeable’ is meant to protect the enigma of inspiration from misuse.

In this approach, formal schooling interprets the nature of being a student by telling a story of developing autonomy, where autonomy means being self-directed and controlled. This was not only the message of Locke, Rousseau, and Kant, but recent educational theorists have also advocated this understanding of the student. For example, Meira Levinson argues that formal education is obligated “to help [students] develop their capacities for autonomy” (Levinson, 1999, p. 7). This is often interpreted as freeing the mind from its domination by emotions and the senses, by culture and society.

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A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration by C. Joldersma


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