Encountering the Philosopher as Teacher: The Pedagogical Postures of Emmanuel Levinas

Autor/in	Chinnery, Ann
Titel	Encountering the Philosopher as Teacher: The Pedagogical Postures of Emmanuel Levinas
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 8, S.1704-1709 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.06.023
Schlagwörter	Foreign Countries; Schools of Education; Ethics; Educational Theories; Educational Philosophy; Teacher Education Programs; Teacher Educators; Teaching Methods; Teacher Student Relationship; Classroom Environment; France + Suchen Sie Ihr Suchwort? Ausland; Erziehungswissenschaftliche Fakultät; Ethik; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Frankreich
Abstract	Despite growing interest in Emmanuel Levinas's ethics in educational theory and practice, little has been done with the fact that for over 30 years Levinas served as director of a teacher education school in Paris, and that he taught classes there for more than 40 years. I attempt here to begin to fill that gap by focusing on Levinas's classroom practices and everyday interactions with students rather than on his philosophical writings. I sketch three pedagogical postures he embodied and discuss them in relation to ongoing philosophical work in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10