Abstract

Levinas' philosophy is in part predicated on a retrieval or recasting of select Platonic motifs, yet his relationship to such thinking is frequently, and necessarily, ambiguous. While refraining from the often hyperbolic language of Nietzsche's reversal or inversion of "Platonism," Levinas' more sober approach effects both a radical tum away from and toward, Plato's teaching on paideia. Echoing Nietzsche's injunction that the teacher is sometimes a "necessary evil," and calling into question the visual luminescence of the so-called Platonist "doctrine" of forms and the closed interiority of the subject in which they are instilled, I propose a Levinasian-oriented metapaideiac model based on the primacy of the exteriority of hearing, and thus of dialogue, as that which comes from a height, from a nondominating "mastery." I reconsider Plato's image of paideia, the essence of which is "tuming around" and Levinas' rejection of the Socratic maieutic method of elenchus in an effort to advance the question of whether a universal conception of ethics can be taught, and if so, how teaching produces ethics.