Journal of Philosophy of Education 48 (2):183-201 (2014)

This article considers a range of responses to Plato's Symposium, paying particular attention to Diotima's speech on eros and philosophy. It argues that Diotima's teachings contain resources for a relational pedagogy, but that these resources come more sharply into focus when Plato's text is read through the lens of contemporary (20th and 21st century) thinkers. The article therefore draws on the work of David Halperin, Hannah Arendt, Jean-François Lyotard and Luce Irigaray to argue that Diotima points us towards the value of educative encounters as reciprocal and unpredictable events of initiation and becoming. Diotima's rhetorical emphasis on birth is shown to be especially important for refiguring pedagogical relations in terms of natality, understood as a capacity for new beginnings, and hence for reclaiming education as a potentially generative encounter, rather than one governed by the logic of reproduction. The final section of the article turns to work by Christine Battersby, bell hooks, Richard Smith and Morwenna Griffiths to resituate the discussion in relation to questions of autonomy. As a corrective to the modern bias towards the value of the autonomous individual, it argues that dependencies and unequal power relations can be a constitutive and enabling aspect of the educative process. Attention to such relations should thus form a key part of a relational pedagogy
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DOI 10.1111/1467-9752.12066
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References found in this work BETA

Democracy and Education.John Dewey - 1916 - Dover Publications.
The Life of the Mind.Hannah Arendt - 1978 - Harcourt Brace Jovanovich.
An Ethics of Sexual Difference.Luce Irigaray - 1993 - Cornell University Press.

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Continental Feminism.Ann J. Cahill - 2008 - Stanford Encyclopedia of Philosophy.
Continental Feminism.Jennifer Hansen - 2013 - Stanford Encyclopedia of Philosophy.

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