Dialogue as a Site of Transformative Possibility

Abstract

This article examines how affect allows us to view the relational form of dialogue, as built upon the work of Derrida and Levinas, to be a site of transformative possibility for students as they encounter and address issues of social justice and difference in the classroom. The understanding of affect that attends this form of dialogue demands from educators a re-visioning of how their educational arrangements and pedagogies might facilitate the transformative capacities of their students. Accordingly, the relational conception of dialogue cannot be viewed as providing educators with another strategy or method for addressing issues of social justice and difference or for tapping into the transformative capacity of their students. Instead, it would be better viewed as pointing educators towards a different orientation towards education which is not focused upon producing particular outputs or outcomes, but does still indicate the need for a responsible response from the educator.

Relación Educativa Y Teoría De La Alteridad De E. Lévinas: Una Revisión Sistemática

“…Por su parte, Rodríguez-Martín, destaca que, de la obra de Lévinas, lo que se deriva es "no sólo una pedagogía basada en el respeto por el otro, sino también una propuesta educativa que haga hincapié en la importancia del contacto y la proximidad entre maestro y alumno" (2019, p. 51). Además, son varios los autores (Murray, 2004;Säfstrom;Sinha, 2010) que destacan la importancia del diálogo como la forma más idónea de relacionarnos con responsabilidad, abogando por una educación que no es productiva, sino que crea la posibilidad de una existencia ética. Sobre el modo de abordar la relación educativa, resultan muy interesantes los estudios de Chinnery (2010) y Rodríguez-Martín (2019) en los que se recupera el papel que desempeñó Lévinas como maestro y la relación que entabló con sus estudiantes, de acuerdo con los presupuestos teóricos y ontológicos del filósofo.…”

Journeying toward Transformative Teaching in the Age of Alternative Facts and Re-Ascendant Ethnic and Racial Prejudice

“…The pedagogical focus was not merely on argumentation but also on creating the spaces for students to feel strong emotions both in themselves and to receive the charged emotions of others in the hopes making space for the "felt weight" of the reality of those who are different from them to be manifested. In Levinasian and Derridean terms, the "felt weight" of the other (Sinha, 2010) indicates the nagging sense of discomfort arising from the fact that one can never answer once and for all the need, appeal, or question of the other that upsurges behind any response one offers the other human being. The nagging sense of discomfort is what pushes one to remain open to the other human being in ways that do not remain circumscribed to one's categorizations of the other human being or to one's socialized responses to them.…”

Service Learning in Light of Emmanuel Levinas

“…I think it requires the full range of educational activities to help students decide how they will take up their responsibilities-even if, as Todd suggested, that comes to mean denying them and remaining intellectually where they started. Sinha (2010) viewed education as already participating in a ''field of ethicality'' (p. 468). ''To recognize the Other as destitute is to be claimed by the demand of the Other to satisfy her need and hunger….…”