Abstract
In this paper an ethical approach to educational methodology is discussed in relation to the philosophies of Emanuel Levinas and Robert Cox. Cox’s anti‐essentialist understanding of historical materialism and Levinas’ metaphysical idealism are applied to an analysis of the (self)‐reflective methods required today in Higher Education in the UK, such as Problem‐Based Learning (PBL) and Personal Development Planning (PDP). The paper identifies a post‐Kantian paradigm of the subject–object dichotomy as a cause of the ontological constraints which pervade critical pedagogy, and instead it proposes a pre‐ontological ethics of the relationship with the other which questions self‐centred strategies of reflection.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.