Becoming-Other: Developing the Ethics of Integration

Autor/in	Semetsky, Inna
Titel	Becoming-Other: Developing the Ethics of Integration
Quelle	In: Policy Futures in Education, 9 (2011) 1, S.138-144 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2011.9.1.138
Schlagwörter	Educational Philosophy; Postsecondary Education; Educational Theories; Ethics; Interpersonal Relationship; Epistemology; Professional Recognition; Creativity; Role; Intercultural Communication + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Post-secondary education; Tertiäre Bildung; Educational theory; Theory of education; Bildungstheorie; Ethik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Erkenntnistheorie; Kreativität; Rollen; Interkulturelle Kommunikation
Abstract	This article analyzes the philosophy of French post-structuralist Gilles Deleuze in the context of post-formal education. The article specifically focuses on Deleuze's unorthodox approach to epistemology and ethics as future-oriented and creative, and lays down the foundations for a new ethics of integration in education derived from Deleuze's conceptualizations of "becoming"; specifically "becoming-other". The call for "a new ethic" was originally made by Erich Neumann in the troubled time of the aftermath of the Second World War in Europe. Contemporary conditions of cultural diversity point to the inadequacy of old ethical theories. The future form of educational philosophy encompasses not only resistance to the present but both the diagnosis and prognosis (creative, even if uncertain) for our actual multiple "becomings" in terms of becoming-revolutionary, becoming-democratic, becoming-pedagogical and becoming-ethical. The role of an educational philosopher becomes one of the clinician of culture; the latter described by Deleuze as an inventor of new immanent modes of existence that encompass critical, clinical and creative dimensions. The article's conclusion is that achieving genuine intercultural dialogue demands putting into practice a particular educational theory, which is defined in this article as an ethics of integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10