By C. Joldersma
Joldersma applies Levinas's ethics systematically to the commonplaces of schooling - instructing, 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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Extra resources for A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration
40). 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.
The asymmetry shows up in the disturbance, the unexpectedness, and the welcoming. Disturbances are not symmetrical, for they are only such from the perspective of the one disturbed. Similarly, to get something not expected is only such from the recipient’s point of view. And welcoming can only be done by the one whose place it is. The asymmetry that conditions the student’s relation to the teacher is not half a reciprocal relation. The conditions for being a learner are not simultaneously those that condition being a teacher; the teacher, from the student’s perspective, is the one who is welcomed, the one who delivers something unexpected.
The interrupted, questioned subject is what comes to light in the relation to the other, uncovering a subjectivity that is more original than that of freedom. It exposes a decentered subject, showing it to be grounded in radical, originary intersubjectivity. In short, it makes explicit the heteronomy that conditions the autonomous subject. Although the term heteronomous can mean several things, I employ it to indicate a subject defined not first as free but in terms of inspiration. This sense of subject is more primary than that of freedom.
A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration by C. Joldersma