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  1. Levinas and an ethics for science education.David W. Blades - 2006 - Educational Philosophy and Theory 38 (5):647–664.
    Despite claims that STS science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non‐human world suggests an ethics for science education where the goal of pedagogy is peace (...)
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  • Levinas and an Ethics for Science Education.David W. Blades - 2006 - Educational Philosophy and Theory 38 (5):647-664.
    Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non‐human world suggests an ethics for science education where the goal of pedagogy is peace (...)
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  • Freedom Reconsidered: Heteronomy, Open Subjectivity, and the 'Gift of Teaching'.Guoping Zhao - 2013 - Studies in Philosophy and Education 33 (5):513-525.
    This paper analyzes the entanglement of the modern concepts of freedom, autonomy, and the modern notion of the subject and how a passion for and insistence on freedom has undermined the reconstruction of human subjectivity in Heidegger and Foucault, and how such passion has also limited the educational effort at addressing the problems brought to education by the modern notion of the subject. Drawing on Levinas, it suggests that a new understanding of freedom as heteronomy will allow us to envision (...)
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  • From the Philosophy of Consciousness to the Philosophy of Difference: The subject for education after humanism.Guoping Zhao - 2015 - Educational Philosophy and Theory 47 (9):958-969.
    Biesta has suggested that education after humanism should be interested in existence, not essence, in what the subject can do, not in what the subject is—the truth about the subject—and this is the way inspired by Foucault and Levinas. In this article, I analyze Foucault’s alleged deconstruction and reconfiguration of the subject and Levinas’ approach to human subjectivity and suggest that Foucault’s early and later works have already implied certain concepts of the subject and that Levinas’ approach to human subjectivity (...)
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  • Bridging East and West—Or, a Bridge Too Far? Paulo Freire and the Tao Te Ching.Peter Roberts - 2012 - Educational Philosophy and Theory 44 (9):942-958.
    This article considers key differences and similarities between Freirean and Taoist ideals. I limit my focus to the Tao Te Ching (attributed to Lao Tzu), paying brief attention to the origins of this classic work of Chinese philosophy before concentrating on several themes of relevance to Freire's work. An essay by James Fraser (1997), who makes three references to the Tao Te Ching in his discussion of love and history in Freire's pedagogy, provides a helpful starting point for investigation. A (...)
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  • Problems in Levinas.Iddo Landau - 2021 - The European Legacy 26 (5):455-465.
    Emmanuel Levinas is one of the most elaborately discussed moral philosophers of recent decades, and his philosophy has many adherents. I believe, however, that the scholarly literature on his work...
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