Abstract

ABSTRACT I here explore how an ethics of rhythm can shed light on what promotes and inhibits recognition between people across our vulnerable lives, and the need for a renewal of the philosophy of pedagogy. I argue that philosophy itself has contributed to a certain oblivion regarding how we follow and create rhythmic societies, the need for a more profound and fine-tuned listening attitude as a philosophical-ethical marker, using among others Barthes concept of rhuthmos, Kierkegaards concept of repetition, Herbart’s concept of pedagogical tact and Kristeva’s existential relationship. What forms of imposed rhythms of life can be said to cast light on new ways of living together today? I argue that rhythms affect, shape and set boundaries for interpersonal relationships. Moreover, that they serve as incentives for an ethic, or better; as views, perspectives and concepts to think with when describing the rhythm of the Anthropocene.