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1.
教师的学生观影响着师生间交往、沟通、理解的程度。列维纳斯的＂异质性他者＂伦理观反对＂自我的同一性＂,强调＂他者的异质性＂。教师需要摆脱＂自我同一性＂的学生观,关注作为＂异质性他者＂的学生,从而有利于教师更深层理解教育本质并重视自我反思。 相似文献
2.
Sharon Todd 《Interchange》2004,35(3):337-352
This paper explores the limitations of empathy for the formation of community, particularly within social justice education. I begin with a discussion of the major tension within the idea of community — that it is founded at once on commonality and difference. Building in particular upon the work of Emmanuel Levinas, the paper articulates an understanding of community as a signifying encounter with difference that is not founded upon knowledge about the other, but upon a being-for and feeling-for the other. Focusing upon the explicitly educational commitment to working out forms of relationality conducive to establishing community and social justice across social differences, I ask how might teaching with ignorance, as opposed to teaching for empathy, bring us closer to the being-for others that marks our ethical engagement with other people and engenders our responsibility to the collective? 相似文献
3.
Emmanuel Levinas writes of how the “call of conscience”; is a “primordial discourse”; that “interrupts”; the routines and language‐games that help organize and give meaning to a person's everyday existence. Levinas thus provides a way of thinking about the relationship between the call of conscience and rhetoric that advances what rhetorical theorists have so far claimed about this relationship. This essay develops the position that the call of conscience is a rhetorical interruption in its purest form. A case study is offered to illustrate how such an interruption manifests itself in the debate over the justifiability and social acceptability of physician‐assisted suicide. The specific rhetorical transaction in question occurred in cyberspace and lasted five months; it began when members of a disability civil rights group known as “Not Dead Yet!”; conducted what their opponents described as an “invasion”; of an electronic mailing list operated by the Euthanasia Research and Guidance Organization. 相似文献
4.
Peter Roberts 《Educational Philosophy and Theory》2013,45(11):1133-1149
AbstractAmong the most neglected of Albert Camus’ literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key ethical and educational themes in the text. It is argued that the forms of misunderstanding evident in Camus’ play mirror those exhibited in pedagogical institutions such as schools. The misunderstanding demonstrates that what is often missing in our communicative relations is careful attention to the Other. Camus does not offer us any easy way out when confronting the impossibility of fully knowing ourselves and others; instead, he shows that we must acknowledge the suffering this brings and take responsibility for it. 相似文献
5.
Shilpi Sinha 《Educational Philosophy and Theory》2013,45(3):259-271
Educational theorists working within the tradition of Jacques Derrida and Emmanuel Levinas’s thought, posit teaching to be a site of implied ethics, that is, a realm in which non-violent or less violent relations to the other are possible. Derrida links ethics to the realm of friendship, enabling one to understand teaching as a site of the ethics of friendship. I clarify how friendship, as a re-metaphorization of differance, opens us up to a conception of teaching that provides a counterpoint to the current discourse of ‘effective’ teaching. I draw out the implications of the Derridean conception of friendship for the educator in his or her philosophical orientation towards teaching and attempt to show that friendship points the educator towards an orientation that enables a ‘fine tuning’ and opening up of one’s sense of obligation and responsibility to one’s students in ways that cannot be circumscribed to current or institutionally sanctioned ways of understanding the activity of teaching, especially as it is often envisioned in American public education. 相似文献
6.
Emanuel J. Mason David L. Larimore Edward Kifer 《Contemporary educational psychology》1976,1(4):369-375
Seventy-nine subjects who had less than 1, 2, to 3, and more than 3 years of teaching experience were given either a favorable, neutral, or unfavorable fictitious psychological report to read, describing a kindergarten child. Subjects then watched a 5-year-old child in a videotaped testing session. Expectancies toward the child were evaluated using report card grades the subjects expected the child to receive at the end of first grade. A multivariate analysis of variance with five subject area grades as the dependent variables revealed significant multivariate main effects for experience and psychological report. Significant univariate interactions in science and social studies, and social and emotional development suggested that teachers with more than 3 years of experience may have reduced susceptibility to biasing influences in psychological reports. 相似文献
7.
David J. Gunkel 《Ethics and Information Technology》2007,9(3):165-177
Ethics is ordinarily understood as being concerned with questions of responsibility for and in the face of an other. This
other is more often than not conceived of as another human being and, as such, necessarily excludes others – most notably
animals and machines. This essay examines the ethics of such exclusivity. It is divided into three parts. The first part investigates
the exclusive anthropocentrism of traditional forms of moral␣thinking and, following the example of recent innovations in
animal rights philosophy, questions the mechanisms of such exclusion. Although recent work in animal- and bio-ethics has successfully
implemented strategies for the inclusion of the animal as a legitimate subject of moral consideration, its other, the machine,
has remained conspicuously excluded. The second part looks at recent attempts to include these machinic others in moral thinking
and critiques the assumptions, values, and strategies that have been employed by these various innovations. And the third
part proposes a means for thinking otherwise. That is, it introduces an alternative way to consider these other forms of otherness
that is not simply reducible to the conceptual order that has structured and limited moral philosophy’s own concern with and
for others. 相似文献
8.
列维纳斯的他者伦理学与现代学校道德教育 总被引：1，自引：0，他引：1
个体化社会的道德困境表明,现代学校道德教育的主要任务之一就是在缺乏道德共识的背景下主体如何处理与他者的关系。法国思想家列维纳斯的他者伦理学提供了一种解决该问题的可能路径。他者伦理学认为,人与人之间是一种为他者负责的伦理关系。这一思想有助于当前学校从自我与他者的关系角度来重新理解道德教育中的自由与为他性,即道德自由就是为他者负责,在尽责中获得自由,为他性就是主体性的表现。这一理解为个体化社会的当代学校道德教育提供了一种确定的价值立场。 相似文献
9.
《仿生人会梦见电子羊吗?》是美国作家菲利普·迪克于1967年发表的长篇小说。小说融合了迪克关于技术理性、人工智能、大众传媒与宗教信仰等多方面思考,以想象的方式呈现出未来科技发展的可能路径以及由此产生的一系列复杂的伦理问题。在身体与信息深度融合,人-机/物的物理界线日渐消弭的过程中,“我是谁”“我应当怎样面对‘它’”成为不断被叩问的问题。列维纳斯的他者理论中暗含着对上述问题的回应,在此视域下对《仿生人会梦见电子羊吗?》中的人-机/物关系进行解读,无疑是一条超越人-机/物二元对立、摆脱主体性焦虑、重构“人”与“非人”伦理关系的新路径。 相似文献
10.
Sam Sellar 《Educational Philosophy and Theory》2015,47(2):118-132
AbstractThis article draws on the philosophy of Emmanuel Levinas to consider, from an ethical perspective, the current transparency and accountability agenda in Australian schooling. It focuses on the case of the My School website and the argument that transparent publication of comparative performance data via the website provides a basis for making things better in schooling. The article argues that while technologies of accountability may have potential benefits, they cannot provide a basis for this ethical project. Instead, the ethical experience described by Levinas arises from an encounter with opacity in the face-to-face relation with the Other, who is harshly illuminated by the transparency promised through calculation and comparison. Such encounters with opacity hold the potential to disrupt the politics of visibility promoted by transparency agendas and provide an alternative to the growing practice of ‘accountability at a distance’ based on performance data. 相似文献