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  1. Learning as Calling and Responding.Lotta Jons - 2014 - Studies in Philosophy and Education 33 (5):481-493.
    According to Martin Buber’s philosophy of dialogue, our being-in-the-world is to be conceived of as an existential dialogue. Elsewhere, I have conceptualized the teacher–student-relation accordingly (see Jons 2008), as a matter of calling and responding. The conceptualization rests on a secularised notion of vocation, paving way for discovering, articulating and discerning pedagogical relations in a new way. In the present article, I take this conceptualization one step further, applying the concept of calling and responding to the pedagogical relation between a (...)
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  • The Temptation of Pedagogy: Levinas's Educational Thought From His Philosophical and Confessional Writings.Eugene D. Matanky - forthcoming - Journal of Philosophy of Education.
  • The Racialized Body of the Educator and the Ethic of Hospitality: The Potential for Social Justice Education Re-Visited.Shilpi Sinha - 2018 - Studies in Philosophy and Education 37 (3):215-229.
    Derridean hospitality is seen to undergird ethical teacher–student interactions. However, hospitality is marked by three aporias that signal incommensurable and irreducible ways of being and responding that need to be held together in tension without eventual synthesis. Due to the sociopolitical materiality of race and the phenomenological difference that constitutes racialized bodies, educators of color in interaction with white students are called to live the aporetic tensions that characterize hospitality in distinctive ways that are not currently emphasized in the discourse (...)
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  • Ultimate Educational Aims, Overridingness, and Personal Well-Being.Ishtiyaque Haji & Stefaan E. Cuypers - 2011 - Studies in Philosophy and Education 30 (6):543-556.
    Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second associates education’s ultimate aims (...)
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