Publication: Levinas y educación: una respuesta ética contra el totalitarismo
Authors
Romero Sánchez, Eduardo
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Publisher
Universidad Pontificia Comillas
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DOI
https://doi.org/10.14422/pen.v81.i315.y2025.009
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info:eu-repo/semantics/article
Description
Abstract
Lamentablemente, la educación actual, tal como está planteada, no está haciendo lo suficiente para impedir que se cumpla el imperativo adorniano, según el cual, toda reflexión y acción debe procurar evitar que se repita Auschwitz o cualquier otra crueldad semejante.. Este artículo pretende poner en relación el trinomio: Levinas, totalitarismo y educación. La idea es demostrar cómo a partir de la filosofía y de la ética levinasiana es posible instaurar una nueva educación contra la totalidad del ser y contra toda forma de barbarie. Se concluye con algunos aterrizajes de los postulados Levinasianos formulados desde la pedagogía de la alteridad y que se concretan en: la educación como donación y la ética como condición de posibilidad de la educación; el valor educativo de lo inesperado y la imposibilidad de programar la respuesta ética; los escenarios de calidez y los gestos de acogida que posibilitan el encuentro pedagógico; la educación como resistencia al mal y como negación de nuestro propio con
sentimiento; y la memoria y el testimonio como mecanismos de promoción de la alteridad pedagógica.
Unfortunately, current education, as it is proposed, is not doing enough to prevent the fulfillment of Adorno's imperative, according to which all reflection and action must seek to prevent a repeat of Auschwitz or any other similar cruelty. This article aims to try to relate the trinomial: Levinas, totalitarianism and education. The idea is to show how, based on levinasian philosophy and ethics, it is possible to establish a new education against the totality of being and against all forms of barbarism. It concludes with some landings of the levinasian postulates formulated from the pedagogy of otherness and which are specified in: education as donation and ethics as a condition of possibility of education; the educational value of the unexpected and the impossibility of programming the ethical response; scenarios of warmth and welcoming gestures that make the pedagogical encounter possible; education as resistance to evil and as a way of denying our own consent; and memory and testimony as instruments to promote pedagogical otherness.
Unfortunately, current education, as it is proposed, is not doing enough to prevent the fulfillment of Adorno's imperative, according to which all reflection and action must seek to prevent a repeat of Auschwitz or any other similar cruelty. This article aims to try to relate the trinomial: Levinas, totalitarianism and education. The idea is to show how, based on levinasian philosophy and ethics, it is possible to establish a new education against the totality of being and against all forms of barbarism. It concludes with some landings of the levinasian postulates formulated from the pedagogy of otherness and which are specified in: education as donation and ethics as a condition of possibility of education; the educational value of the unexpected and the impossibility of programming the ethical response; scenarios of warmth and welcoming gestures that make the pedagogical encounter possible; education as resistance to evil and as a way of denying our own consent; and memory and testimony as instruments to promote pedagogical otherness.
Citation
Pensamiento. Revista de Investigación e Información Filosófica, 81(315 Extra), 791-815
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