By C. Joldersma
Joldersma applies Levinas's ethics systematically to the commonplaces of schooling - educating, studying, curriculum, and associations - and elucidates the function of justice and accountability and the that means of calling and idea in schooling.
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Additional info for A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration
This does not mean the time at the end of history. Rather ‘a time unforeseeable’ is meant to name something enigmatic in the present, namely, that which cannot be envisioned, let alone brought clearly to mind. The trope ‘a time unforeseeable’ indicates something for the present without itself being fully present as a foreseeable expectation. The experience of a time unforeseen is indirect—a trace. As an affective disruption of the present, it is a feeling of hope for what rightly appears hopeless, a felt possibility for rejuvenating a hopelessly flawed world.
Hope must be for the present. The animation of hope is come quickly, for we cannot wait any longer. We need justice now. The painfulness of pain caused by injustice cannot really be made up by some compensation in the distant future. ’ Levinas suggests, “retribution in the future does not wipe away the pains of the present” (Levinas, 2001a, p. 93). Justice delayed is injustice. Justice must be enacted in the present for it to be just. Human flourishing must be embodied here and now, alleviating the pain and oppression in the moment that it happens, if it is to actually be human flourishing marked by justice.
In the autonomy tradition, that is considered the first move. A set of originary, rational principles dictate courses of action and frameworks of rational beliefs supporting such action. But the presence of a stutter-step between inspiration and action opens up a unique opportunity for being touched by the other. That hesitation creates the location for the possibility of being influenced from the outside by those toward whom one is inspired to act. The stutter in the step of action gives pause for being affected by the marginal and victimized.
A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration by C. Joldersma