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 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.

• Tipo de recurso: http://purl.org/coar/resource_type/c_6514
• Fecha de publicación: 2021
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/13605
• Acceso en línea: https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11218; https://repositorio.uptc.edu.co/handle/001/13605
• Palabra clave: ethics; education; responsibility; face; Other; ética; educación; responsabilidad; rostro; Otro; ética; educação; responsabilidade; rostro; Outro
• License: Derechos de autor 2021 Alfredo Rocha