Publication: Pensarnos de nuevo. Una exigencia de la antropología y ética de Levinas para la educación
Authors
Ortega Ruiz, Pedro ; Romero Sánchez, Eduardo
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Publisher
Instituto de Investigaciones sobre la Universidad y la Educación (IISUE)
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DOI
https://doi.org/10.22201/iisue.24486167e.2025.47.61551
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info:eu-repo/semantics/article
Description
Abstract
En este trabajo se expone un nuevo concepto de educación como acogida y encuentro ético con el otro, fundamentado en la ética de Levinas; se entiende la ética como la respuesta concreta, provisional, que se da al otro en su situación de necesidad. Se invoca “otra” antropología centrada en el carácter “adverbial” del ser humano, irreconocible fuera de su circunstancia que le condiciona y le define; reclama “otra” forma de afrontar la educación alejada de la filosofía ilustrada; destaca la necesidad de crear un espacio de diálogo en el aula que favorezca empatía, acercamiento y acogida al otro. Se resaltan las “resistencias” de los educadores a educar, a “pensarnos de nuevo”, a hacer de la educación un instrumento de liberación. Finalmente, los autores invocan la filosofía levinasiana como instrumento adecuado para remover las vigas maestras que sostienen el edificio social construido sobre los principios idealistas de la filosofía occidental.
This paper presents a new concept of education as a welcoming and ethical encounter with the other, based on Levinas' ethics; ethics is understood as the concrete, provisional response given to the other in his or her situation of need. It invokes "another” anthropology centered on the “adverbial” character of the human being, unrecognizable outside his/her circumstance that conditions and defines him/her; it calls for “another” way of facing education, far from the enlightened philosophy; it stresses the need to create a space for dialogue in the classroom that favors empathy, approchement, and acceptance of the other. The "resistances" are highlighted of educators to educate, to “rethink ourselves”, to make education an instrument of liberation. Finally, the authors invoke Levinasian philosophy as an adequate instrument to remove the main beams that support the social edifice built on the idealistic principles of Western philosophy.
This paper presents a new concept of education as a welcoming and ethical encounter with the other, based on Levinas' ethics; ethics is understood as the concrete, provisional response given to the other in his or her situation of need. It invokes "another” anthropology centered on the “adverbial” character of the human being, unrecognizable outside his/her circumstance that conditions and defines him/her; it calls for “another” way of facing education, far from the enlightened philosophy; it stresses the need to create a space for dialogue in the classroom that favors empathy, approchement, and acceptance of the other. The "resistances" are highlighted of educators to educate, to “rethink ourselves”, to make education an instrument of liberation. Finally, the authors invoke Levinasian philosophy as an adequate instrument to remove the main beams that support the social edifice built on the idealistic principles of Western philosophy.
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Filosofía , Ética , Antropología , Educación , Acogida , Philosophy , Ethics , Anthropology , Education , Reception
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