The teacher-student relationship is one of the most important relationships in any educational experience. In this inquiry I explore the ethics of the teacher-student relationship, namely as a relationship between the self and the other. Drawing on both personal and general educational experiences, I note felt difficulties in the current traditional and modern contexts of the student-teacher relationship and I aim to explore their philosophical roots. In the history of philosophy of education there are two main theses on such relationship: the rationalistic thesis as presented by Plato and the naturalistic thesis as presented by Rousseau. I proceed by analyzing the teacher-student relationship in Plato’s Meno and The Republic where teaching as midwifing and as leading is advanced. Using a Deweyan and a Levinasian account of violence, I argued that both modes of teaching allow for violence against the other’s otherness. Student’s alterity is sacrificed when the conformity with the ideals in both modes is not achieved. On the other hand, Rousseau argues for a different account where the student-teacher relationship should remain natural, which means to foster a self-sufficient student. In this approach the teacher’s role is reduced to a natural force where her/his otherness is sacrificed. I argue that this mode of relating alienates both the teacher and the student. In the process of pursuing self-sufficiency the self is alienated from its others. This examination should help us deepen our understanding of current problems in education, such as violence, alienation, and lack of communication. As an invitation to view the self-other relationship in the context of the student-teacher relationship differently, I propose dialogic hospitality. Dialogic hospitality provides us with three critical aspects of the ethics of the student-teacher relationship: First, it gives the other priority over the self, which decreases the chances of reducing the other to the self. Second, hospitality works contra violence against others. The safety of the guest and the safety of its otherness is a main purpose of hospitality. Furthermore, the reduction of the other/guest to the self is considered antihospitality. Third, dialogic hospitality works against alienation since it goes beyond instrumentality and shows the essential role of the other in the creation of the self. Seeing education in the lenses of dialogic hospitality requires tackling a set of questions such as: how does hospitality work in public spheres such as schools? What effect does that have on the unconditionality of hospitality? What kind of relationship to space in education does hospitality require? How can hospitality as a short-term relation satisfy longer-term relationships such as educational relationships? Is hospitality teachable? I tackle these questions to show that first, hospitality disturbs the private/public dichotomy and helps us think of schools as homes. Further, dialogic hospitality advances our understanding of how important the sense of belonging to schools for students and teachers to be hospitable. Second, I advance an account of hospitality where its short nature is appropriate for procuring longer ethical relationships. Finally, I argue for a hospitable occupational mode of schooling where the self practices its being-for-the-other nature. Dialogic hospitality should advance our discussions about current educational issues such as diversity in classrooms, global education, and student-teacher relationships. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / May 5, 2016. / Buber, Dialogue, Ethics, Hospitality, Lavinas, Self-sufficiency / Includes bibliographical references. / Jeffrey Ayala Milligan, Professor Directing Dissertation; David McNaughton, University Representative; Patrice Iatarola, Committee Member; Robert Schwartz, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_366427 |
| Contributors | Almutairi, Abdullah (authoraut), Milligan, Jeffrey Ayala (professor directing dissertation), McNaughton, David, 1946- (university representative), Iatarola, Patrice (committee member), Schwartz, Robert A. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (161 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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