A Levinasian Ethics for Education’s Commonplaces: Between by C. Joldersma 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 - educating, studying, curriculum, and associations - and elucidates the function of justice and accountability and the that means of calling and idea in schooling.

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

Example text

Instead, the term hope is here reserved for expectations that one cannot rightly foresee. Hope comes precisely when reasonable visions are not an option, when we cannot see clearly the possibility of future favorable events, given present circumstances. Hope is hope precisely when such expectations are unreasonable. Raising the possibility of particularly attractive future states becomes hope when such state seem impossible to achieve, when no rational plan of action, no blueprint, no vision, seems to be able to get us there.

This more substantive understanding of the social call to action gives normative direction to what otherwise might remain a purely cognitive disturbance of the student. Learning obligated by a call directs the learners’ understandings to seeing their place in the world as agentive beings working for human flourishing. In this way, inspiration is connected to call. A call comes through the other others, those on the margins of society and around the globe, to the learner. The call to responsibility from the world reverberates inside the classroom, making it ethically impossible to abandon society.

The world is construed as potential support for, or possible threat to, one’s home life. This freedom has long been associated with the autonomous subject. Knowledge on this view is one such central possession—a kind of property we control. The words we often use to describe knowledge suggest this: we grasp an idea, retain information, and comprehend a concept. This is the language of control and mastery connected to autonomy. These metaphors speak of possessing knowledge, creating space in the world for oneself, actively bringing knowledge into our home as property, masterfully keeping one’s beliefs under control.

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

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