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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 notion in schooling.

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Additional info for A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration

Example text

It is a felt expectation of possible rupture of the present by something better. Hope is precisely the conviction that present trajectories of historical forces are not tamper proof—a strong disbelief in the ironclad grip of historical forces on the present. Hope is conviction about a possible disruption of the present, at any time. People sometimes use the term hope when talking about expecting favorable changes in present circumstances. ’ But, according to Levinas, “the expectation of fortunate events is not of itself hope” (Levinas, 2001a, p.

To be animated by hope is to be convinced that tackling the seemingly impossible is worthwhile. It is to be convinced of the feeling that some joyful good will be realized here and now. It is to feel not only that I am necessary for its realization, but also that its coming is possible and desirable. 0005  A Levinasian Ethics for Education’s Commonplaces delightful difference in the world, that the world can and will become a place of human flourishing, in part through my own actions. The inspiration to hope involves a deeper subjectivity, a decentering of the self.

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. A feeling of hope means not only that the present situation is not the way it ought to be but also that it can be different, renewed and transformed into human flourishing.

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