By C. Joldersma

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

Show description

Read or Download A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration PDF

Similar curriculum & instruction books

Reading

Our confirmed Spectrum studying grade five workbook beneficial properties 176 pages of attractive, full of life passages in curriculum content material components. lately up to date to present nationwide studying criteria, together with extra nonfiction studying passages and actions. This workbook for kids a long time 10 to eleven comprises confirmed tutorial equipment for constructing interpreting skillability.

Faculty–Librarian Relationships

Faculty-Librarian Relationships illustrates how educational librarians can take pleasure in a fit operating partnership with the college they serve. even though geared in the direction of these new to the occupation, the booklet is aimed toward librarians attracted to studying extra approximately this often-complex courting. important suggestions are supplied for librarians operating with school within the components of assortment improvement and data literacy.

A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life

This paintings examines the impoverished photo of existence presupposed by means of the legacy of transcendent and representational considering that keeps to border the bounds of curricular proposal.

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

Sample text

More broadly, student autonomy is often a stated goal of school learning. 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.

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. The depth of subjectivity is an ethical relationship to the other; this primordial subjectivity is hidden when we model subjectivity exclusively as agency and autonomy. 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.

It requires relinquishing inadequate conceptualizations or erroneous assumptions before one really knows what is more adequate. Becoming critical of oneself requires an other, a teacher, from whom one learns to be self-critical. Of course, if it is to lead to autonomy, learning from another cannot simply be a purely passive reception of information transferred from the teacher to the student. Those championing the autonomy of the student are quite right about criticizing simple information transfer as an inadequate model.

Download PDF sample

Rated 5.00 of 5 – based on 11 votes