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  1. Studies in Philosophy and Education
  2. Studies in Philosophy and Education : Volume 22
  3. Studies in Philosophy and Education : Volume 22, Issue 1, January 2003
  4. Teaching Otherwise
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Studies in Philosophy and Education : Volume 36
Studies in Philosophy and Education : Volume 35
Studies in Philosophy and Education : Volume 34
Studies in Philosophy and Education : Volume 33
Studies in Philosophy and Education : Volume 32
Studies in Philosophy and Education : Volume 31
Studies in Philosophy and Education : Volume 30
Studies in Philosophy and Education : Volume 29
Studies in Philosophy and Education : Volume 28
Studies in Philosophy and Education : Volume 27
Studies in Philosophy and Education : Volume 26
Studies in Philosophy and Education : Volume 25
Studies in Philosophy and Education : Volume 24
Studies in Philosophy and Education : Volume 23
Studies in Philosophy and Education : Volume 22
Studies in Philosophy and Education : Volume 22, Issue 6, November 2003
Studies in Philosophy and Education : Volume 22, Issue 5, September 2003
Studies in Philosophy and Education : Volume 22, Issue 3-4, May 2003
Studies in Philosophy and Education : Volume 22, Issue 2, March 2003
Studies in Philosophy and Education : Volume 22, Issue 1, January 2003
Introduction: Levinas and Education: The Question of Implication
Aesthetics of Surrender: Levinas and the Disruption of Agency in Moral Education
Teaching Otherwise
A Fine Risk To Be Run? The Ambiguity of Eros and Teacher Responsibility
Innocence Without Naivete, Uprightness Without Stupidity: The Pedagogical Kavannah of Emmanuel Levinas
Learning from Levinas: A Response
On Aristotle and Public Education
On the Importance of Getting it Right: A Response to Professor Götz
Instructions for Authors
Studies in Philosophy and Education : Volume 21
Studies in Philosophy and Education : Volume 20
Studies in Philosophy and Education : Volume 19
Studies in Philosophy and Education : Volume 18
Studies in Philosophy and Education : Volume 17
Studies in Philosophy and Education : Volume 16

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Teaching Otherwise

Content Provider Springer Nature Link
Author Säfström, Carl Anders
Copyright Year 2003
Abstract In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social relation. Therefore Iargue that teachers have to give up theirposition on the safe side of knowledge andparticipate in the time of risk when meetingthe other means to take responsibility for thatother from a position of vulnerability.Moreover, it is precisely because of this riskthat teaching as an ethical relation becomespossible and where it begins to resound withpoetry.
Starting Page 19
Ending Page 29
Page Count 11
File Format PDF
ISSN 00393746
Journal Studies in Philosophy and Education
Volume Number 22
Issue Number 1
e-ISSN 1573191X
Language English
Publisher Kluwer Academic Publishers
Publisher Date 2003-01-01
Publisher Place Dordrecht
Access Restriction One Nation One Subscription (ONOS)
Subject Keyword Philosophy of Education Education (general) Testing and Evaluation Theory of Education
Content Type Text
Resource Type Article
Subject Philosophy Education
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