Derridean hospitality is seen to undergird ethical teacher–student interactions. However, hospitality is marked by three aporias that signal incommensurable and irreducible ways of being and responding that need to be held together in tension without eventual synthesis. Due to the sociopolitical materiality of race and the phenomenological difference that constitutes racialized bodies, educators of color in interaction with white students are called to live the aporetic tensions that characterize hospitality in distinctive ways that are not currently emphasized in the discourse (...) on the educator’s responsibility as it is informed by an ethic of hospitality. The asymmetrical nature of hospitality is reconfigured through the terms of eros and hospitality’s link to education aimed at social justice is posited to be stronger than is currently suggested in the educational theory literature. (shrink)

Here we reconsider teachers’ changing subjectivities as autonomous agents whose practices acknowledge risk as an essential element in intellectual inquiry. We seek alternative descriptions to the limiting language of teachers’ current practices within the primacy of the market. We are convinced by Levinas’s claim that ethics is the first philosophy with its concomitant responsibility for the Other. This provides a valuable point of departure and our understanding of its relevance is expanded by Biesta and Todd. This perspective allows interruption of (...) the global reform ensemble with its reductionist understandings of teachers’ subjectivities within concerns for a ‘visible pedagogy’ and performativity. We illustrate how this global policy imperative is reworked in policies in the Republic of Ireland and share reflexive insights from our tutoring of teachers studying for a Master’s degree in Education. We show that teachers’ autonomy, which we understand as the capacity of teachers to facilitate risk and make ethically informed local judgements, is severely restricted by imposed standards, codes and laws to which there is tightly policed adherence. Instead we describe teachers’ practices occurring within an Invisible Pedagogy, which is not concerned with totalising and limited performativity but instead, explores risks associated with existential possibilities beyond commodification. (shrink)

This paper reflects on the establishment of an Ethics Education Programme for school pupils aged between five and sixteen years who opt out of Catholic Religious Education in Malta. It needs to be seen in the light of the changing demography of Malta and the increasing secularisation of the country, as well as to the growing racism, islamophobia and rejection of the Other to be found all over Europe. We question if the Ethics Education Programme, in its commitment to ‘totalising’ (...) western ideals of rationality, autonomy, and universal values, is itself rooted in discomfort with the Other and constitutes a form of ethical violence. The work of Emmanuel Levinas on Otherness, sameness and violence is central to this paper. (shrink)

In this paper I analyse the current trends in educational philosophy which utilise Emmanuel Levinas's thought. An ever-growing number of scholars have articulated many different aspects of his thought for educational purposes. I propose that there is a general split between these scholars, those who favour Levinas's philosophical writings and those who favour his confessional writings. I analyse the variegated theories presented by both of these trends and offer a critique largely based on the need for the incorporation of Levinas's (...) complete writings in order to better understand what may be called his ‘educational thought’. Lastly, in order to demonstrate this approach, I offer a reading of his seminal lecture ‘The Temptation of Temptation’ with a focus on the pedagogical features of the Sinaitic revelation, while also demonstrating the proximity between his thought and different aspects of Jewish mysticism. (shrink)

According to Martin Buber’s philosophy of dialogue, our being-in-the-world is to be conceived of as an existential dialogue. Elsewhere, I have conceptualized the teacher–student-relation accordingly (see Jons 2008), as a matter of calling and responding. The conceptualization rests on a secularised notion of vocation, paving way for discovering, articulating and discerning pedagogical relations in a new way. In the present article, I take this conceptualization one step further, applying the concept of calling and responding to the pedagogical relation between a (...) learner—might it be a student or a scholar—and the subject studied. The aim of the study is to afford a new way of conceiving the process as well as the outcome of learning. Thinking learning within the framework of calling and responding means understanding the learner and the subject as addressing and responding to each other. This means that predicaments of the subject—such as the truths that the subject holds and the anomalies it suffers from—address the learner in e g lectures, readings, theories, assignments, challenging the knowledge of the learner and in responding to this address, the learner in turn challenges the truths of the subject. By paying heed to, responding responsibly and challenging each other, the outcome of learning becomes a twofold phenomenon, namely both the learner and the subject reconstituting themselves, enlarged by the contribution of each other’s mode of coming-into-presence. (shrink)

Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second associates education’s ultimate aims (...) with the intrinsic value of personal well-being. We advance reasons to doubt that these strategies are successful. The shortcomings of these strategies impute yet further urgency to the issue of how we are to ascertain and validate education’s ultimate aims. (shrink)

Journal of Philosophy of Education, EarlyView.

It has been acknowledged that education includes ‘a love of what one teaches and a love of those whom one teaches’ (Hogan 2010: 81), but two traditions of writing in philosophy of education—concerning love for student and love for subject—have rarely been brought together. This paper considers the extent to which the ‘triangular’ relationship of teacher, student and subject matter runs the risk of the rivalry, jealousy and strife that are characteristic of ‘tragic’ love triangles, or entails undesirable consequences such (...) as transference from one intended object of love to another. It argues that this faultline in the literature of educational love corresponds to education's ‘divided heart’. The implication of this exploration of education's triangular relationship is that we cannot ignore the ‘dark of love’, nor can we address it simply by asserting that educational love must be of a more honourable sort than romantic love. These tensions can be reconciled through the loving recourse of ‘ceasing to strive’ and the possibility of sublimating the two originary loves into a higher ‘love of truth’. (shrink)