This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the (...) maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school. (shrink)

Autobiographical fragments, by M. Buber.--Descriptive and critical essays on the philosophy of Martin Buber.--The philosopher replies, by M. Buber.--Bibliography of the writings of Martin Buber, compiled by M. Friedman (p. [745]-786).

Recognized as a landmark of twentieth century intellectual history, I and Thou is Buber's masterpiece.

INTRODUCTION Ever since the beginning of the modern phenomenological movement disciplined attention has been paid to various patterns of human experience as ...

Martin Buber: The Life of Dialogue , the first study in any language to provide a complete overview of Buber's thought, remains the definitive guide to the full range of his work and the starting point for all modern Buber scholarship. As well as summarizing Buber's early intellectual development and attitudes - his mysticism, his youthful existentialism, his philosophy of Judaism and religious socialism - it focuses on the two crucial issues of his mature thought: his dialogic or I-Thou philosophy, (...) and his probing of the nature and redemption of evil. As a sensitive, intuitive and perennially fascinating account of one of the twentieth century's great spiritual teachers, and as an influential classic in its own right, Martin Buber: The Life of Dialogue reveals the implications of Buber's thought for theory of knowledge, education, philosophy, myth, history and Judaic and Christian belief. This fully revised and expanded 4th edition includes a new preface from the author, an expanded bibliography incorporating new Buber scholarship, and two new appendices in the form of essays on Buber's influence on Emmanuel Levinas and Mikhail Bakhtin. (shrink)

_Levinas, Subjectivity, Education_ explores how the philosophical writings of Emmanuel Levinas lead us to reassess education and reveals the possibilities of a radical new understanding of ethical and political responsibility. Presents an original theoretical interpretation of Emmanuel Levinas that outlines the political significance of his work for contemporary debates on education Offers a clear analysis of Levinas’s central philosophical concepts, including the place of religion in his work, demonstrating their relevance for educational theorists Examines Alain Badiou’s critique of Levinas’s work (...) Considers the practical implications of Levinas’ theories for concrete educational practices and frameworks. (shrink)

In PHILOSOPHICAL FRAGMENTS, Søren Kierkegaard (writing under the pseudonym Johannes Climacus), seeks to explain the nature of Christianity in such as way as to bring out its demands on the individual, and to emphasize its incompatibility with the theology based on the work of Hegel that was becoming progressively more influential in Denmark. If one were to read only two or three of Kierkegaard's works, this is unquestionably one of the ones to read. One cannot understand Kierkegaard's thought without reading (...) this book, and along with its sequel represents the heart of what he was trying to achieve in what he called his "Authorship." Through PHILOSOPHICAL FRAGMENTS, Kierkegaard purports to present the logic of Christianity. (shrink)

The debate about the nature of modernity and postmodernity has become central to intellectual culture today. In this work, two distinguished social theorists make a distinctive contribution to this continuing discussion.

The twofold world -- Three relational realms -- What is "genuine community" -- Who is the "real I"? -- Glimpsing the "eternal thou" -- The way of "turning" -- Postscript -- Frequently asked questions -- The way of "inclusion".

This article seeks to examine the special quality of Eros operative in educational practice, through the frame narrative of Plato’s “The Allegory of the Cave”. The subject is examined from two aspects illuminating the paradoxical nature of educational practice. The first, epistemological, considers the practicability of learning, and the second, ethical, deals with the complexity of commitment to teaching. The resolution of the paradox, the article contends, can only be understood through the concept of “Eros”—the same mysterious driving force, devoid (...) of rational meaning, which compels one to know and act. The article examines the revelations regarding Eros, its possibilities and perils with reference to the pedagogical experience of the author as a school teacher and educator. (shrink)

This chapter contains sections titled: The Saying and the Said Subjectivity as Sensibility Ethics of Difference or an Ethics of Truths? Reading Levinas with Badiou: Impossibly Demanding? An Impossibly Demanding Education Notes.

Few philosophers have devoted more than passing attention to similarities between the thought of Søren Kierkegaard, a Danish Christian, and Emmanuel Levinas, a French Jew. Here, one of philosophy of religion's most distinctive voices offers a sustained comparison. Focusing on questions surrounding otherness, transcendence, postmodernity, and the nature of religious thought, Merold Westphal draws readers into a dialogue between the two thinkers. Westphal's masterful command of both philosophies shows that each can learn from the other. Levinas and Kierkegaard in Dialogue (...) is an insightful and accessible contribution to philosophical considerations of ethics and religion. (shrink)

Martin Buber is considered one of the 20th centuryes greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buberes death the appreciation of his considerable legacy to the (...) various disciplines in which he had worked became rather muted, but was never completely forgotten. There is now a renewed and growing interest in Buberes thought, especially in his philosophy of education. This book brings together aspects of Buberes philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities. Buber's philosophy of dialogue and views on education are pivotal in demonstrating the personal and social benefits of dialogical education as well as the dangers of non-dialogical education. The book will be valuable reading for academics, researchers and postgraduate students interested in Martin Buber, education, peace dialogue and conflict resolution. (shrink)

Martin Buber: The Life of Dialogue, the first study in any language to provide a complete overview of Buber's thought, remains the definitive guide to the full range of his work and the starting point for all modern Buber scholarship. Maurice S. Friedman reveals the implications of Buber's thought for theory of knowledge, education, philosophy, myth, history and Judaic and Christian belief. This fully revised and expanded fourth edition includes a new preface by the author, an expanded bibliography incorporating new (...) Buber scholarship, and two new appendices in the form of essays on Buber's influence on Emmanuel Levinas and Mikhail Bakhtin. (shrink)