By C. Joldersma
Joldersma applies Levinas's ethics systematically to the commonplaces of schooling - educating, studying, curriculum, and associations - and elucidates the function of justice and accountability and the which means of calling and notion in schooling.
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Extra info for A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration
The subject might mistake its rational vision for the future with the transcendent dimension that inspires. In this mistaken identity, hope can be co-opted into a clear picture that is rationally planned, a blueprint for action. This domesticates hope. Such is often the clear-visioned, blueprinted domestication of hope, in which bringing about future perfection becomes a site of current violence because we might see its arrival by means of a blueprint that enacts our own all-too-clear visions. So, to categorize inspiration as coming from a time unforeseeable is to keep it safe from such domestication, from domestic violence.
The subject on this view can be thought of as the one who possesses. The subject is a centered being, but one who actively maintains that independence by accumulating and controlling property within the sphere of one’s dwelling. The world is construed as potential support for, or possible threat to, one’s home life. This freedom has long been associated with the autonomous subject. Knowledge on this view is one such central possession—a kind of property we control. The words we often use to describe knowledge suggest this: we grasp an idea, retain information, and comprehend a concept.
0006 Learning achievement that involves living from what is outside oneself. Hypostasis means that one’s existence is always evanescent, that its continual emergence simultaneously involves fading away into the unknown desert of bare existence. Hypostasis is a helpful concept to illuminate how learning is necessary and how it might be described. The learning subject must constantly renew itself by bringing into itself not only food and oxygen, but also information, conceptualizations, and understandings.
A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration by C. Joldersma