Levinas’ ethical perspective: its meaning for education
This paper seeks to outline the link between the philosophy of Emmanuel Levinasand education—παιδεία. By taking a distance from attempts to apply the axiologicaland deontological aspects of Levinas’ ethics in education, it is argued that, beyondinstrumentalizing the fundamental categories of the Lit...
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Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11218 |
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| author | Rocha de la Torre, Alfredo |
| author_facet | Rocha de la Torre, Alfredo |
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| description | This paper seeks to outline the link between the philosophy of Emmanuel Levinasand education—παιδεία. By taking a distance from attempts to apply the axiologicaland deontological aspects of Levinas’ ethics in education, it is argued that, beyondinstrumentalizing the fundamental categories of the Lithuanian thinker, it is a matter ofunderstanding the meaning of his philosophy and how this can enrich pedagogical practice.The work is carried out in six steps: (1) characterization of Levianasian philosophy as adecentralization of subjectivity and ethical pre-eminence; (2) description of two areasof human experience—enjoyment and Desire—which define (3) two different types ofeducation: for nourishment and for responsibility towards the Other; 4) characterization oftoday’s world as a world of work, of calculation, of skill and of the relation between meansand ends, in which (5) the areas of emergence of a third party—politics, economics, justice,education—are intended to degrade ethics to a second level; and (6) the need to place theface of the Other at the center of the educational act. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11218 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-112182023-02-13T20:14:28Z Levinas’ ethical perspective: its meaning for education La perspectiva ética levinasiana: su sentido para la educación A perspectiva ética levinasiana: seu significado para a educação Rocha de la Torre, Alfredo ethics education responsibility face Other ética educación responsabilidad rostro Otro ética educação responsabilidade rostro Outro This paper seeks to outline the link between the philosophy of Emmanuel Levinasand education—παιδεία. By taking a distance from attempts to apply the axiologicaland deontological aspects of Levinas’ ethics in education, it is argued that, beyondinstrumentalizing the fundamental categories of the Lithuanian thinker, it is a matter ofunderstanding the meaning of his philosophy and how this can enrich pedagogical practice.The work is carried out in six steps: (1) characterization of Levianasian philosophy as adecentralization of subjectivity and ethical pre-eminence; (2) description of two areasof human experience—enjoyment and Desire—which define (3) two different types ofeducation: for nourishment and for responsibility towards the Other; 4) characterization oftoday’s world as a world of work, of calculation, of skill and of the relation between meansand ends, in which (5) the areas of emergence of a third party—politics, economics, justice,education—are intended to degrade ethics to a second level; and (6) the need to place theface of the Other at the center of the educational act. Este artículo busca señalar el vínculo entre la filosofía de Emmanuel Lévinas y la educación —παιδεία—. Al tomar distancia de intentos de aplicación axiológica y deontológica de la ética levinasiana en la educación, se sostiene que más allá de instrumentalizar las categorías fundamentales del pensador lituano, se trata de comprender el sentido de su filosofía y la forma como este puede enriquecer la praxis pedagógica. El trabajo se desarrolla en seis pasos: (1) caracterización de la filosofía levinasiana como descentramiento de la subjetividad y de la preeminencia ética; (2) descripción de dos ámbitos de la experiencia humana —gozo y Deseo—, que marcan (3) dos tipos diversos de educación: para la alimentación y para la responsabilidad hacia el Otro; (4) caracterización del mundo actual como mundo del trabajo, del cálculo, de la habilidad y de la relación de medios y fines, en el que (5) los ámbitos de aparición de un tercero —política, economía, justicia, educación— pretenden degradar la ética a un segundo plano; y (6) la necesidad de poner el rostro del Otro como centro del acto educativo. Este artigo procura apontar a ligação entre a filosofia de Emmanuel Levinas e a educação— παιδεία. Ao distanciar-se das tentativas de aplicação axiológica e deontológica daética levinasiana na educação, argumenta-se que, além de instrumentalizar as categoriasfundamentais do pensador lituano, trata-se de compreender o sentido de sua filosofia ea forma como pode enriquecer a práxis pedagógica. O trabalho é desenvolvido em seisetapas: (1) caracterização da filosofia de Levinas como descentralização da subjetividadee da preeminência ética; (2) descrição de duas esferas da experiência humana — gozo eDesejo — que marcam (3) dois tipos distintos de educação: para a alimentação e para aresponsabilidade com o Outro; (4) caracterização do mundo atual como um mundo detrabalho, de cálculo, da habilidade e da relação de meios e fins, em que (5) as áreas deemergência de um terceiro — política, economia, justiça, educação — pretendem degradara ética para um segundo nível; e 6) a necessidade de colocar o rosto do Outro como centrodo ato educativo. Universidad Pedagógica y Tecnológica de Colombia 2021-01-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip text/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11218 10.19053/22160159.v12.n30.2021.11218 Praxis & Saber; Vol. 12 No. 30 (2021): Investigación y Pedagogía; e11218 Praxis & Saber; Vol. 12 Núm. 30 (2021): Investigación y Pedagogía; e11218 Praxis & Saber; Vol. 12 No 30 (2021): Investigación y Pedagogía; e11218 Praxis & Saber; V. 12 N. 30 (2021): Investigación y Pedagogía; e11218 Praxis & Saber; v. 12 n. 30 (2021): Investigación y Pedagogía; e11218 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11218/10176 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11218/10241 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11218/10242 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11218/12626 Derechos de autor 2021 Alfredo Rocha http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | ethics education responsibility face Other ética educación responsabilidad rostro Otro ética educação responsabilidade rostro Outro Rocha de la Torre, Alfredo Levinas’ ethical perspective: its meaning for education |
| title | Levinas’ ethical perspective: its meaning for education |
| title_alt | La perspectiva ética levinasiana: su sentido para la educación A perspectiva ética levinasiana: seu significado para a educação |
| title_full | Levinas’ ethical perspective: its meaning for education |
| title_fullStr | Levinas’ ethical perspective: its meaning for education |
| title_full_unstemmed | Levinas’ ethical perspective: its meaning for education |
| title_short | Levinas’ ethical perspective: its meaning for education |
| title_sort | levinas ethical perspective its meaning for education |
| topic | ethics education responsibility face Other ética educación responsabilidad rostro Otro ética educação responsabilidade rostro Outro |
| topic_facet | ethics education responsibility face Other ética educación responsabilidad rostro Otro ética educação responsabilidade rostro Outro |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11218 |
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