Duch hikezji i edukacja. Przyczynek do pedagogicznego pojęcia azylu

Abstract

In our cultural circle, the right to asylum derives its traditions from both legislation and religion, leads one’s attention to ancient times and the institutions of the Egyptians, Hebrews and Greeks. Moreover, it combines the issues of otherness, inclusion, persecution, suffering, fragility, duty, responsibility for the Other, as well as justice, hospitality, shelter and holiness. The importance of asylum, the growth of which in the 20th century was related to the European crimes of colonialism, the terror of totalitarianisms, the Holocaust, ethnic cleansing, the fate of refugees and stateless people, does not diminish in the face of the wars and disasters of the 21st century. In this context, the question of how one can link the issue of asylum to education seems legitimate. In relation to this question, the essay focuses attention on the concepts of Emmanuel Levinas, Jacques Derrida and Patrick Declerck, drawing on various traditions of asylum and thinking about hospitality that have contributed to shaping the foundations of European educational and aid institutions. Using the achievements of these important traditions for the Western humanities and the concepts of the above-mentioned philosophers, I would like to point out the need to think about educational spaces in the perspective of asylum pedagogy.