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By C. Joldersma

Joldersma applies Levinas's ethics systematically to the commonplaces of schooling - instructing, studying, curriculum, and associations - and elucidates the position of justice and accountability and the that means of calling and idea in schooling.

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Extra resources for A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration

Sample text

Rather ‘a time unforeseeable’ is meant to name something enigmatic in the present, namely, that which cannot be envisioned, let alone brought clearly to mind. The trope ‘a time unforeseeable’ indicates something for the present without itself being fully present as a foreseeable expectation. The experience of a time unforeseen is indirect—a trace. As an affective disruption of the present, it is a feeling of hope for what rightly appears hopeless, a felt possibility for rejuvenating a hopelessly flawed world.

Inspiration in learning functions as such a disruption for the learner from the perspective of that learner. This makes learning from another possible. Inspiration is evidence of the transcendent dimension, a particular example of how it conditions everyday life, in this case, learning. Learning is conditioned by hope, something unforeseen that one, nevertheless, expects. This makes the inspiration associated with learning a common, everyday manifestation of hope. Hope is our embodied response to inspiration.

The evidence for hope involves interruptions by something incoming from elsewhere, a felt inspiration. Hope enthuses. Something seizes me, from the outside, from a place unseen, which instills a positive spirit deep inside. The inspiration of hope, coming from elsewhere, shows up in a deeply personal manner, as an inner subjective change, an affective disturbance. It is an inner change that reorients my intersubjective relations. Concretely, hope shows up precisely in my relationships to the others around me.

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