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Ethics, Aesthetics, and EducationLevinas in the Classroom: Working Toward the Ethical Consciousness of Living in Relation with an Other

Ethics, Aesthetics, and Education: Levinas in the Classroom: Working Toward the Ethical... [In this chapter, Blumenfeld-Jones presents various kinds of educational actions used to help learners develop ethical consciousness. These actions include didactic teaching of normative ethics and Levinasian ethics, creation of a Personal Ethics Statement as to how each person will create an ethical community in her/his classroom. This community will be designed not to teach people to be ethical but to help each person develop her/his capacity to live ethically through the actual practice of co-creating various ethical communities with the other learners (teachers and students) in the room. Following this, there is the creation of various “classroom rules” documents keyed to various normative ethical systems as well as a Levinasian system. Finally, Blumenfeld-Jones presents various aesthetic activities. Stories are shared about “I am more than I can tell.” These help students notice that each of us exceeds categories and labels. Movement activities are designed to encounter what it means to be with the face of an Other and to be present to the world for purposes of presence and not totalizing.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Ethics, Aesthetics, and EducationLevinas in the Classroom: Working Toward the Ethical Consciousness of Living in Relation with an Other

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References (2)

Publisher
Palgrave Macmillan US
Copyright
© The Editor(s) (if applicable) and The Author(s) 2016
ISBN
978-1-137-55606-6
Pages
83 –114
DOI
10.1057/978-1-137-55607-3_4
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, Blumenfeld-Jones presents various kinds of educational actions used to help learners develop ethical consciousness. These actions include didactic teaching of normative ethics and Levinasian ethics, creation of a Personal Ethics Statement as to how each person will create an ethical community in her/his classroom. This community will be designed not to teach people to be ethical but to help each person develop her/his capacity to live ethically through the actual practice of co-creating various ethical communities with the other learners (teachers and students) in the room. Following this, there is the creation of various “classroom rules” documents keyed to various normative ethical systems as well as a Levinasian system. Finally, Blumenfeld-Jones presents various aesthetic activities. Stories are shared about “I am more than I can tell.” These help students notice that each of us exceeds categories and labels. Movement activities are designed to encounter what it means to be with the face of an Other and to be present to the world for purposes of presence and not totalizing.]

Published: Aug 25, 2016

Keywords: liminal; personal; face; neighbor; Council; humilty; empathy

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