Ethics and Education 5 (1):43-53 (2010)

Abstract
Educating the gaze is easily understood as becoming conscious about what is 'really' happening in the world and becoming aware of the way our gaze is itself bound to a perspective and particular position. However, the paper explores a different idea. It understands educating the gaze not in the sense of 'educare' (teaching) but of 'e-ducere' as leading out, reaching out. E-ducating the gaze is not about getting at a liberated or critical view, but about liberating or displacing our view. It is not about becoming conscious or aware , but about becoming attentive , about paying attention . E-ducating the gaze, then, is not depending on method, but relying on discipline; it does not require a rich methodology, but asks for a poor pedagogy, i.e. for practices which allow to expose ourselves. One example of such practice is that of walking. Consequently e-ducating the gaze could be about an invitation to go walking. This idea is explored b way of a comment on two quotations, one by Walter Benjamin and one by Michel Foucault
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DOI 10.1080/17449641003590621
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References found in this work BETA

The Evidence of Experience.Joan W. Scott - 1991 - Critical Inquiry 17 (4):773-797.

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Citations of this work BETA

Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic.Cary Campbell - 2019 - Studies in Philosophy and Education 38 (3):291-317.
Between Body and Spirit: The Liminality of Pedagogical Relationships.Sharon Todd - 2014 - Journal of Philosophy of Education 48 (2):231-245.
Teaching, Otherness, and the Equalising Thing.Piotr Zamojski - 2019 - Studies in Philosophy and Education 38 (5):563-568.
The Creativity of Undergoing.Timothy Ingold - 2014 - Pragmatics and Cognition 22 (1):124-139.

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