The main purpose of the present study is to explore how the ethical relationship between teacher and student in the classroom can be described and understood from the approach of the French philosopher Emmanuel Lévinas. I also examine the theoretical concepts that can be derived from Lévinas’ ideas in order to be able to interpret the manner in which this ethical relationship manifests itself in the classroom. The empirical data was generated through observation of the kind often found in ethnographical studies like microanalyses using a variety of digital techniques. I also made use of direct observation and stimulated recall interviews in close connection with the classroom events. The study was carried out at two Swedish schools and the focus was placed on classroom practice and ethical communication in the classroom. Facial expressions, eye contact, gestures and other non-verbal communication was of great interest. Through microanalysis of classroom interaction I have attempted to uncover what exists under the surface of the classroom communication in more detail. According to Lévinas, ethics is understood as a relation of the infinitive responsibility to the Other person. In a pedagogical context, we may speak of the ”first meeting” face-to-face before any categorization of the other individual is formulated. The key concepts are Saying (in relation to the Said), the Other, the Face, asymmetrical relationships and alterity. In their encounter with the empirical data collected, the concepts have been freighted with edagogical significance. These original ethical thoughts of Lévinas, much of which challenge what has previously been taken for granted, can provide new insight into educational work. This investigation has provided other insights into the ethical dimension of education, especially as the teacher-student relationship is concerned. The close connection between vulnerability and interdependence in the teacher-student relationship, and communication as self-exposure, are important findings that can help teachers and pedagogues to understand the ethical dimension of the educational encounter with the student. Throughout the study, a relational ethical perspective has been developed as an alternative interpretative tool for analyzing and reflecting upon the teacher-student relationship.

Thesis (MPhil)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (MPhil)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Zvolil jsem si téma etiky ve filmu Slib (1996) tvůrců Jeana-Pierra Dardennea a Luca Dardennea jakožto příkladovou studii užití filozofie, v tomto případě filozofie francouzského filozofa Emmanuela Levinase (1906–1995), a jak jeho filozofie ovlivňuje všechny aspekty vyprávění. Ačkoliv se nejedná o jedinou možnou interpretaci jejich díla, myšlenky Levinase jsou nejvíce relevantní jak pro příběh, tak i pro vyšší intelektuální cíle filmu. Zde je jeho pojem etiky jádrem postav a vyprávění až do bodu, kde se film sám o sobě stává testem pro přijatelnost Levinasovy filozofie, jako myšlenkového experimentu ve filmové podobě. Přijatelnost Levinasovy filozofie zůstává na konci filmu neprokázána. I přes filozofické a vyprávěcí nedostatky je Slib dobrým příkladem užití filozofie ve filmu, v jehož lepších částech se ukazuje síla tohoto přístupu, nicméně v horších částech můžeme vidět nebezpečí, které z tohoto přístupu vychází. V následujících filmech je zřejmé, že se bratři Dardenneové poučili ze svých chyb.

ARAÚJO, Iago Cavalcante. Peter Schmid e a Abordagem Centrada na Pessoa: uma aproximação à alteridade radical. 2015. 116f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-05T15:29:24Z No. of bitstreams: 1 2014_dis_icaraujo.pdf: 1035970 bytes, checksum: 7a2baf5b3ee9043c0608ba563346d681 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-05T17:19:35Z (GMT) No. of bitstreams: 1 2014_dis_icaraujo.pdf: 1035970 bytes, checksum: 7a2baf5b3ee9043c0608ba563346d681 (MD5) / Made available in DSpace on 2015-06-05T17:19:35Z (GMT). No. of bitstreams: 1 2014_dis_icaraujo.pdf: 1035970 bytes, checksum: 7a2baf5b3ee9043c0608ba563346d681 (MD5) Previous issue date: 2014 / The Person Centred Approach (PCA), founded by Carl Rogers, can only be justified from a set of values and ethics and not only as an application of skills and knowledge. Furthermore, from studies of Figueiredo (1996), it is established the importance of ethos as a search for a place to the Other in the constitution of psychologies. In what refers to the place of the Other in the constitution of subjectivity, Freire (2002) investigates the place to alterity in several modern psychologies and states that in PCA, the place for Levinas’ radical alterity is vacant, as in other psychologies. The Other, as postulated by Levinas (2008 [1961]), is precedent and transcendent to the I; not being possible to totalize and understand it fully; it shows the dimension of the strange in the psychological experience. This Other is not so dear figure to psychologies as it appears to be. On the other hand, Peter Schmid (1999) conceives that ethics is the first issue to be considered when it comes to PCA, either its theory or its practice. Hence, the present paper aims to present the work of Peter Schmid to the Brazilian community of Rogerian approach. The perspective of this author is grounded in an important dialogue with the philosophies of dialogue and a vision of the human as radically a person, which offers another way to face the alterity in Rogerian theory and practice. Such change presents a fruitful approach to ethical philosophy of Emmanuel Levinas. A methodology for the study, we used an almost-in-method inspired by the philosophies of Levinas (2008 [1961]) and Derrida (2007), in which we seek, among other things, to put on display the polysemy of the studied speeches. We conclude that, despite the divergences among the prospect formulated by Schmid with Levinasian ethics, doing readings of the main concepts of the PCA, it shows a closer relationship with that one and a new way of dealing with the alterity within the framework of the Rogerian approach. With this work, we hope to foment a greater dialogue and production on the clinical and psychotherapeutic care of the person and the place offered to otherness in Rogerian psychology. / A Abordagem Centrada na Pessoa (ACP), fundada por Carl Rogers, só pode ser justificada a partir de um conjunto de valores e de uma ética e não somente como uma aplicação de técnicas e conhecimentos. Além disto, a partir dos estudos de Figueiredo (1996) fica estabelecida a importância do éthos como busca de um lugar para o Outro na constituição das psicologias. Naquilo que se refere ao Lugar do Outro na constituição da subjetividade, Freire (2002) investiga o lugar para a alteridade nas diversas psicologias modernas e afirma que, na ACP, o lugar para a alteridade radical levinasiana está vacante, assim como nas demais psicologias. O Outro, conforme postulado por Lévinas (2008 [1961]), é precedente e transcendente ao Eu; não sendo possível totalizá-lo e compreendê-lo inteiramente, ele apresenta a dimensão do estranho na experiência psicológica. Este Outro não é figura tão cara para as psicologias como aparenta ser. Por outro lado, Peter Schmid (1999) concebe que a ética é a primeira questão a ser pensada quando se trata da ACP, quer de sua teoria, quer de sua prática. Daí que este trabalho objetivou apresentar a obra de Peter Schmid à comunidade brasileira da abordagem rogeriana. A perspectiva deste autor está alicerçada em um diálogo importante com as filosofias do diálogo e uma visão do humano como radicalmente pessoa, o que oferece outra forma de encarar a alteridade na teoria e prática rogerianas. Tal mudança apresenta uma profícua aproximação com a filosofia ética de Emmanuel Lévinas. Como metodologia para o estudo, utilizou-se um quase-método inspirado nas filosofias de Lévinas (2008 [1961]) e Derrida (2008), em que buscamos, entre outras coisas, pôr à mostra a polissemia dos discursos estudados. Concluiu-se que, apesar da perspectiva formulada por Schmid apresentar divergências com a ética levinasiana, ao fazer releituras dos principais conceitos da ACP, ela apresenta uma maior aproximação com aquela e uma nova forma de lidar com a alteridade dentro do arcabouço da abordagem rogeriana. Espera-se, com este trabalho, fomentar um maior diálogo e produção acerca do cuidado clínico e psicoterapêutico com a pessoa e o lugar oferecido para a alteridade na psicologia rogeriana.

Made available in DSpace on 2014-07-29T15:13:37Z (GMT). No. of bitstreams: 1 Tese Ricardo Almeida de Paula.pdf: 575942 bytes, checksum: 0ec317ec0ef5e61d733726a1b2025646 (MD5) Previous issue date: 2010-08-27 / This thesis has as main purpose to study Emmanuel Mounier´s personalist thought as shown in his Oeuvres edited by Paulette Mounier in four volumes, published by Editions du Seuil from 1961 to 1963. The personalism is a movement with a wide philosophic renews and has the person as its core. In this manner, the study of being a person has its implications on Education. According with its Christian anthropological premise the Mounier´s philosophy sees the human being gifted with a imago, image, and throughout his transcendence with imago Dei, God´s image. The study of Mounier´s works and thinkers in the personalist context and philosophy of Education gave us perception of centrality of the person role as reference on contemporaneity. We affirm that personalism was lived as a philosophy which has the person as its core and therefore it is an Integral humanism, nevertheless the person´s concept and idea come from Mounier´s professed christianism, in this manner a Christian humanism. We assured that the personalism is a philosophy. The problem comes because Mounier marked his thought as an attitude more than a doctrine. However, personalism is a philosophy because it does not miss to it accuracy na systematization. Notwithstanding, it is a philosophy outdoor, out of academic walls, a lived and acted philosophy, a pluriform philosophic proposal, having the human person as its convergence center. We elucidated that the personalist thought is not underneath to the philosophical Brazilian thought building, on the contrary it was forbidden due the confusion made by the military system which understood its Marxist or communist and therefore prejudicial to the nation. Throughout social and communitarians movements as CEBs, JEC, JUC, AP, where had participated thinkers like Alceu Amoroso Lima and Henrique Lima Vaz the conscience of being personal in a repressive context and educational was of crucial importance for social-historical-educational development in Brazil. We discussed the meaning of the word education showing to be this changing and valorative attitude concerning the person that aims the transformation of the being of human person. We distinguished educational practice of institutional school practice, being the first understands the human educability and the second seeks to maintain the order ideologically established. We got the conclusion that the perceived crisis in the educational behavior was triggered by the person absence as being of education. The absence of a more defined anthropology, integral and proper about human person gives variable character to the education according to its thought about human being and humanization. Through Mounier´s thought we can retake the person´s concept as itself rescuing him in his communitarian-social aspect and at the same time as the center of all educational proposals. / Esta tese tem como principal objetivo estudar o pensamento personalista de Emmanuel Mounier conforme apresentado nas Oeuvres editadas por Paulette Mounier em quatro volumes, publicadas pelas Editions du Seuil, de 1961-1963. O personalismo constitui-se como um movimento de ampla renovação filosófica que tem como centro a pessoa. Desta sorte, o estudo do ser pessoa tem suas implicações na educação. Dentro de sua premissa antropológica cristã, a filosofia mounierista percebe o ser humano dotado de uma imago, imagem, e, mediante sua transcendência, de imago Dei, imagem de Deus. O estudo das obras de Mounier, e pensadores no contexto do personalismo e da filosofia da educação nos deu a percepção da centralidade do papel da pessoa enquanto referência na contemporaneidade. Afirmamos que o personalismo foi vivido como uma filosofia que tem a pessoa como centro, portanto, um humanismo integral, contudo, a idéia e conceito de pessoa partem do cristianismo professado por Mounier, dessa forma, um humanismo cristão. Afirmamos que o personalismo é uma filosofia. A problemática se instaura pelo fato de Mounier o ter assinalado mais como uma atitude do que como doutrina. Contudo, o personalismo é uma filosofia, pois, não lhe faltam o rigor e a sistematização. Porém, uma filosofia postulada fora dos muros acadêmicos, uma filosofia vivida e agida, uma proposta filosófica pluriforme, com o centro de convergência para a pessoa humana. Elucidamos que o pensamento personalista não é subjacente à construção do pensamento filosófico brasileiro, ao contrário, foi proibido devido à confusão feita pelo regime militar taxando-o de marxista , comunista e, portanto, pernicioso à nação. Através dos movimentos sociais-comunitários como as CEBs, JEC, JUC, AP, dos quais participaram pensadores da ordem de Alceu Amoroso Lima e Henrique Lima Vaz, a consciência de ser pessoal num contexto repressivo e educacional foi de crucial importância para o desenvolvimento sócio-históricoeducacional no Brasil. Discutimos a concepção do termo educação mostrando ser esta uma atitude transformadora e valorativa da pessoa, que visa todas as áreas da existência humana e, ainda, visa a transformação do ser da pessoa humana. Distinguimos a prática educativa da prática escolar institucionalizada, sendo que a primeira percebe a educabilidade humana e a segunda procura manter ordem ideologicamente estabelecida. Concluímos que a crise percebida no meio educacional foi deflagrada pela ausência da pessoa como ser da educação. Ausência de uma antropologia mais definida, integral e própria sobre a pessoa humana, confere à educação um caráter variável a respeito do que entende por ser humano e humanização. Através do pensamento de Mounier podemos retomar o conceito de pessoa enquanto tal resgatando-a em seu aspecto comunitário-social e ao mesmo tempo como centro de toda proposta educacional.

Victimes et bourreaux témoignent de la double dégradation, anthropologique et morale, subie par la figure de l’homme à Auschwitz. Hannah Arendt et Emmanuel Lévinas, tous deux Juifs et nés en 1906, ont tenté de retrouver le sens de la dignité humaine après la Shoah. Partageant la même admiration embarrassée pour la pensée de Martin Heidegger, dont ils ont suivi l’enseignement, ils s’engagent dans des voies philosophiques très différentes. Alors qu’Arendt met en avant l’espace politique comme lieu d’expression de la pluralité et de reconnaissance publique des différences individuelles, Lévinas fait de l’éthique la « philosophie première » et situe le proprement humain dans la responsabilité infinie pour autrui. Là où Arendt insiste sur l’importance de la pensée et du jugement dans la recherche des normes morales, Lévinas soutient que la lutte contre le mal est indissociable de la réponse à l’appel du Bien.Deux axes problématiques guident, dans ce travail, la confrontation entre les deux philosophes : l’articulation entre universalité et diversité d’une part ; le lien entre éthique et politique d’autre part. L’enjeu étant l’organisation d’un monde commun pour l’expression et la préservation de la dignité humaine. / The victims and the torturers attest to both the human and moral degradation suffered by the figure of man at Auschwitz.Hannah Arendt and Emmanuel Lévinas, both Jews and born in 1906, attempted to recover the meaning of human dignity after the Holocaust. Despite sharing the same embarrassed admiration for the thought of Martin Heidegger, whose courses they followed, they choose very different philosophical paths.While Arendt emphasizes the political space as the place where plurality is expressed and individual differences are publicly acknowledged, Lévinas makes ethics « first philosophy » and situates what is essentially human within infinite responsibility for the Other. Where Arendt insists on the importance of thought and judgment in the search for moral standards, Lévinas holds that the struggle against evil is inseparable from responding to the call of the Good.In this thesis, two critical themes guide the comparison between each philosopher: the connection between universality and diversity on one hand; and, the link between ethics and politics on the other. The issue at stake is the organization of a shared world for the expression and the preservation of human dignity.

Homo Perfidus: An Antipathology of the Coward’s Betrayal identifies and speaks to an ethical and methodological lacuna in western metaphysics with regards to betrayal. Following Levinas’ call for an ‘Ethics as first philosophy,’ my research question is: ‘How can I think of betrayal responsibly?’ I offer to approach betrayal as an accusation, one that comports an excessive hatred towards the identified ‘traitor.’ Suspending its moral vilification, I construct a broadly phenomenological method – which I call ‘antipathology’ – that proposes to take this hatred seriously; not as the sign of a lack to be filled or purloined with shame, but of a communication to respond-to. Tracking western thought’s metaphysical engagements – mainly via Kant, Hegel and Heidegger – my antipathology witnesses an exceedingly systematic muting of this hatred. Such a principled effacement of hatred’s signs is the very mechanism by which western thought “de-problematizes” betrayal, appropriating its otherness for its own metaphysical ends. To those ends, betrayal ceases to be an event and becomes its ‘prefiguration,’ a twist on an assumed temporal and causal progression. I focus here on the coward’s betrayal, broadly defined as secession from a principle – seen to give cohesion and legitimacy to a ‘Whole’ – of which this traitor was nevertheless an integral part until the event of her betrayal. Antipathology follows young Hegel’s ‘antisemitic’ association of the “Jewish spirit” with a principle of alienation and secession, a vain and hateful self-assertion that only “Christian spirit” can successfully negate, turning this drive for hateful dissociation to one of loving association (with progressively diminishing “remainders”). Reading modern philosophy’s treatment of the skeptic I show how her doubt can be appropriated and turned to ‘Truth’ in the same way that the Jews’ hateful and cowardly betrayal can be turned to absolute faith/love; what Hegel calls “negating the negation.” Both ‘Jew’ and ‘Skeptic’ here become antibodies in a process through which a ‘Whole’ slowly becomes immune, or insensitive to, the threat of future interruptions: outside of this process – offering no ‘Whole’ of their own – their respective interruptions are seen as expressions of vanity, of a ‘self’ that breaks-away from the bonds of belonging and love in a fit of gratuitous hatred and doubt; all in the name of a “who knows what” that for Hegel, as well as for Kant and Heidegger, amounts to precisely ‘Nothing.’ I conclude by a performative ‘antipathological’ reading of Dante’s Inferno alongside Kafka’s In the Penal Colony: while Dante, as a faithful ‘Christian’ witness to Divine Justice (Hell), desires to internalize the Truth of God, progressively renouncing the vain resistances of a ‘self’ not yet fully reconciled to God’s Being (the theological ‘Pleroma’ of the ‘Whole’), Kafka’s nameless traveler, as a skeptical ‘coward-witness,’ not only remains “unconverted” but also causes the violence that is implicit in the Dante-esque ‘progression’ to show itself. ‘Faith’ is here shown as progression from one betrayal-event to another, all of which require the believer to sacrifice another part of their resistance to the demands of the ‘Whole’ until no such resistance remains (or, at least, felt/expressed). Similarly, the Dante that begins his journey weeping for the suffering of Hell’s sinners, ends up kicking one of them in the face; deliberately, yet without hatred, as if it were a mere rock on the road. The coward’s betrayal consists in her ‘vain witness’ to time as rupture, as event, as the opening that puts her previous beliefs and attachments in radical question. The hatred towards the coward and the accusation of ‘traitor’ mark this question as a threat to the ‘Whole;’ a mark that, approached antipathologically, can open a discourse concerning the violence (and self-violence) that was and is necessary to keep the ‘Whole,’ through a narrated causal-historical time, from breaking apart. Painful and dangerous, this approach is, nonetheless, the only way to keep a system that abolished all ‘positions to complain’ from being equated with a ‘wholly just’ system; or to keep a knowledge-machine that successfully tames all doubts from being absolved.

Tesis para optar al grado de Magister en Axiología y Filosofía Política / No autorizada su publicación a texto completo, según petición de su autor / En el siguiente trabajo, fueron examinados el infinitos de Marx y Levinas, en tanto críticas del infinito verdadero hegeliano, para demostrar que la noción de Infinito es crucial desde el punto de vista metodológico, ya que tiene consecuencias sobre las exigencias que sufren los conceptos y categorías para adquirir el estatus de realidad en la filosofía política. Para fundamentar lo anterior, en primer lugar se realizó un análisis del infinito verdadero de Hegel y así adquirir la batería conceptual necesaria para determinar, en un segundo capítulo, el infinito político de Marx y finalmente (capítulo III) el infinito sensible de Levinas.

I denna uppsats undersöks hur syrier och syriska flyktingar har porträtteras i fyra bilder som publicerats i svenska dagstidningar, utifrån frågeställningar om just framställning, vilket kontext som framkommer från artiklarna som bilden publicerats i och huruvida publiceringen av bilderna kan anses etiskt försvarbara. Bilderna som analyseras är bland annat fotot på Alan Kurdi, och tre andra, starka nyhetsbilder. Metoden som använts är kvalitativ, huvudsakligen bildanalys med hjälp av semiotik och steg skapade av Terje Hillesund som behandlar bland annat denotation och konnotation, men även ideologi. För att kunna analysera den kontext som bilderna publicerats i (det vill säga artiklarna) har diskursanalys använts. Teorin som bilderna och texterna undersöks genom är filosofen Emmanuel Levinas ansvarsmoral. Resultatet visar att tack vare den distans som personerna avbildas med tillåter man dessa personer respekt. Men barnen i artiklarna beskrivs utan att nämna vanliga barnaktiviteter som exempelvis lek, vilket fråntar dem en traditionell barnroll och särskiljer dem från svenska barn. Gällande den etiska frågan framkommer flera olika sidor, bland annat att bilderna kan väcka ansvar hos den som ser på bilden – ge dem ett val att ta det ansvaret och rikta uppmärksamheten mot kriget i Syrien, men mer problematiska sidor blev tydliga som att barnen i texterna är passiva aktörer. Slutligen framkom det i en intervju med Aftonbladets utrikesredaktör Martin Schori att tidningen var mer försiktig i publicering av bilder från exempelvis terrorattentatet i Stockholm i april och foton från krigets Syrien.