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12 Autonomy and Heteronomy

In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--186 (2008)

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  1. Levinas and the Philosophy of Education.Guoping Zhao - 2016 - Educational Philosophy and Theory 48 (4).
    Emmanuel Levinas, one of the most profoundly original Western philosophers in the twentieth century, has recently received considerable attention from educators and educational theorists. Against t...
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  • Education Incarnate.Sharon Todd - 2016 - Educational Philosophy and Theory 48 (4).
    For the past 15 years, scholars in education have focused on Levinas’s work largely in terms of his understanding of alterity, of the self-Other relation, of ethics as ‘first philosophy’ and the significance these concepts have on rethinking educational theory and practice. What I do in this paper, by way of method, is to start from a slightly different place, from the assertion that there is indeed something ‘new’ to be explored in Levinas’s philosophy – both in terms of ideas (...)
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  • The Other from an Educational Perspective: Beyond Fear, Dependence.Miriam Prieto - 2014 - Studies in Philosophy and Education 34 (3):297-309.
    In this article I explore the implications of the educational use of diversity in current discourse and practice. I argue that the current recognition of differences through the emphasis on social identity is just the continuity of the logic that traditionally has responded to otherness through suppression or possession. The central idea is that the category of diversity, even if it is used in the educational sphere as a purveyor of recognition of otherness, hides in reality a fear of the (...)
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  • Shame: Does it have a place in an education for democratic citizenship?Leon Benade - 2015 - Educational Philosophy and Theory 47 (7):661-674.
    Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act and the individual’s sense of self and self-worth. Shame management (that is, seeking reintegrative (...)
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  • Bits, Bytes and Dinosaurs: using Levinas and Freire to address the concept of ‘twenty-first century learning’.Leon Benade - 2015 - Educational Philosophy and Theory 47 (9):935-948.
    The discourse of twenty-first century learning argues that education should prepare students for successful living in the twenty-first century workplace and society. It challenges all educators with the idea that contemporary education is unable to do so, as it is designed to replicate an industrial age model, essentially rear-focused, rather than future-focused. Future-focused preparation takes account of the startling effect on economy and society caused by rapid technological change, to the extent that the future cannot be accurately predicted. It is (...)
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