‘Bringing Me More Than I Contain …’: Discourse, Subjectivity and the Scene of Teaching in Totality and Infinity

Strhan, Anna

doi:10.1111/j.1467-9752.2007.00571.x

Cited by 11 publications

(5 citation statements)

References 6 publications

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“…By nurturing these processes employees will move closer to infinite responsibility toward the Other, which goes far CPOIB 19,4 beyond following set rules and principles. For Levinas (1969), discourse describes the relation between the self and the Other, and one's subjectivity is only brought into being as one is responsible for the Other (Strhan, 2007). Hence, the contributions of this paper are threefold.…”

Section: Discussionmentioning

confidence: 99%

Moral laxity – the cognitive gap between true and pseudo corporate social responsibility

Hatami

Hermes

Firoozi

2023

CPOIB

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Purpose To succeed in today’s dynamic and unpredictable business world, businesses are increasingly required to gain the trust of and inform the society in which they operate about the social and environmental consequences of their actions. Corporations’ claims regarding the responsibility and ethicality of their actions, however, have been shown to be contradictory to some degree. We define corporations’ deceitful implementation of their corporate social responsibility (CSR) policies as pseudo-CSR. We argue that it is the moral characteristics of individuals, i.e. employees, managers and other decision-makers who ignore the CSR policies, which produce pseudo-CSR. Design/methodology/approach This is a conceptual paper. Findings The authors conceptualize the gap between true CSR and pseudo-CSR on a cognitive individual level as “moral laxity,” resulting from organization-induced lack of effort concerning individual moral development through ethical discourse, ethical sensemaking and subjectification processes. The absence of these processes prohibits individuals in organizations from constructing ethical identities to inhibit pseudo-CSR activities. Originality/value This paper contributes to the literature on CSR by augmenting corporate-level responsibility with the hitherto mostly neglected, yet significant, role of the individual in bridging this gap.

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Section: Discussionmentioning

confidence: 99%

Moral laxity – the cognitive gap between true and pseudo corporate social responsibility

Hatami

Hermes

Firoozi

2023

CPOIB

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“…Levinas' is not an easy, comfortable view of relating to the Other Á not just a celebration of difference, but an itch under the skin, a disruption as Levinas describes it, a costly encounter (Strhan 2007). The challenge for an ethical music education is to draw pupils into a reorientation whereby they are prepared to countenance the Other within a framework of infinite obligation rather than calculable exchange (Standish 2008), through richly woven musical encounters which take both pupil and teacher ever deeper in to musical ways of thinking and understanding.…”

Section: Reflectionmentioning

confidence: 94%

Towards an ethical music education? Looking through the lens of Levinas

Jourdan

2012

Music Education Research

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“…The language subjects then utilize to conceive of themselves, to understand themselves and others in a more everyday way, and their self-defined purposes in action (e.g., acts of service), the said, may become the stuff of classroom education. Strhan (2007) pointed out that in Totality and Infinity, ''Levinas seeks to show that the essence of language is interpellation, the Other's address to me, through which I as a subject am situated'' (p. 413) and that ''the relation with alterity is language itself'' (p. 413). ''Being oneself in this way means to express oneself, which is already to serve the Other in a relation of obligation'' (p. 418).…”

Section: Language and Expressionmentioning

confidence: 98%

Service Learning in Light of Emmanuel Levinas

Sherman

2015

Stud Philos Educ

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Emmanuel Levinas, a twentieth century French Continental philosopher, proposed an original understanding of ethics which has serious implications for the particular activities within higher education designated as service learning and community service. First I will define service learning and community service and briefly review the theoretical and philosophical justifications typically employed to substantiate and ground these activities within higher education. Next, I will explicate key aspects from Levinas' ethical philosophy important for reconceptualizing service learning, and discuss their significance for related concerns in higher education about language and justice. Finally, in light of these considerations, I will suggest the profound implications of a Levinasian conception of service for higher education.Service learning is the integration of community service experience, with classroom-based teaching and learning (the fulfillment of learning objectives through structured discussion, written reflection, related readings and other pedagogical techniques and methods) about responsibility, citizenship, communities of people, and their social/living problems. Community service or charitable volunteerism resides mostly in the experiential doing and may not include some or all of the structured, reflective elements which constitute the intentional, educational aspects of the service learning experience. From this point on,

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‘Bringing Me More Than I Contain …’: Discourse, Subjectivity and the Scene of Teaching in Totality and Infinity

Cited by 11 publications

References 6 publications

Moral laxity – the cognitive gap between true and pseudo corporate social responsibility

Moral laxity – the cognitive gap between true and pseudo corporate social responsibility

Towards an ethical music education? Looking through the lens of Levinas

Service Learning in Light of Emmanuel Levinas

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