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Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) |
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Critics of Levinas reject the notion that the abstract face of the other can ground ethics and generate specific responsibilities. To the contrary, I argue that the face does ground a practical and pragmatic ethics. Drawing on Levinas' phenomenological analyses of the enjoying subject, I show that the face communicates an imperative to the subject that obligates her or him to repair the concrete context of action in which the subject encounters the other. My elucidation takes very seriously the notion (...) |
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This present article takes an interest in the fairly new phenomena of social and emotional training programs in youth education. Prior research has shown that values and norms produced in these types of programs are supporting ethical systems that teachers may not always be aware of. This motivates the development of methods for analyzing these activities from an ethical point of view. An analysis model has been developed and piloted in the analyses of two different classroom activities. The model is (...) |
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This article examines Levinas as if he were a participant in what Habermas has called `the philosophical discourse of modernity'. It begins by comparing Levinas' and Habermas' articulations of the philosophical problems of modernity. It then turns to how certain key motifs in Levinas' later work give philosophical expression to the needs of the times as Levinas diagnoses them. In particular it examines how Levinas interweaves a modern, post-ontological conception of `the religious' or `the sacred' into his account of subjectivity. (...) |
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