Educational Theory 62 (6):659-675 (2012)
AbstractThe current educational discourse on Emmanuel Levinas's concept of subjectivity has focused on the pure openness and subjection of the self to the other. Based on such an understanding, some educational theorists hold that Levinas's work has given us new hope for the mission of education, while others deny its relevance. I suggest that this interpretation of Levinas has missed the complete structure of his account of subjectivity, and, as a result, a full appreciation of its potential for education is yet to be realized. Offering a different account of Levinas's subjectivity, I join Gert Biesta and Sharon Todd in seeing Levinas as essentially important in providing new inspiration, a new way out of both the humanist trap of a fixed essence, where education inevitably becomes socialization, and the posthumanist impasse, where education loses its ground and its orientation. Levinas's subjectivity has made it possible for us to forge a pedagogy that is different from socialization and interruption — a pedagogy of becoming — and allows a genuine educational mission of subjectification, albeit toward a new, much different subjectivity
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Citations of this work
Levinas and the Philosophy of Education.Guoping Zhao - 2016 - Educational Philosophy and Theory 48 (4).
The Fearful Ethical Subject: On the Fear for the Other, Moral Education, and Levinas in the Pandemic.Sijin Yan & Patrick Slattery - 2021 - Studies in Philosophy and Education 40 (1):81-92.
From the Philosophy of Consciousness to the Philosophy of Difference: The Subject for Education After Humanism.Guoping Zhao - 2015 - Educational Philosophy and Theory 47 (9):958-969.
Freedom Reconsidered: Heteronomy, Open Subjectivity, and the 'Gift of Teaching'.Guoping Zhao - 2014 - Studies in Philosophy and Education 33 (5):513-525.
Singularity and Community: Levinas and Democracy.Guoping Zhao - 2016 - Educational Philosophy and Theory 48 (4).
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