Publication: La educación moral a partir de Levinas: otro modelo educativo
Authors
Ortega Ruiz, Pedro ; Romero Sánchez, Eduardo
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Publisher
Universidad Internacional de La Rioja
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DOI
https://doi.org/10.22550/REP80-2-2022-01
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info:eu-repo/semantics/article
Description
Abstract
Los autores parten de la ética y la antropología levinasiana como fuentes inspirado
ras de un nuevo discurso pedagógico y praxis educativa en el ámbito de la educación moral. Desde este paradigma el ser humano es concebido como un ser histórico, situacional y abierto al otro desde su vulnerabilidad. De este modo, la educación moral se traduce en una respuesta de acogida compasiva al otro en su situación de especial necesidad. Los autores subrayan la estrecha vinculación de la educación con una determinada concepción del ser humano y su relación con los demás. Preguntar por la educación es preguntar por el hombre. La ética levinasiana no ampara la programación de pautas concretas de actuación educativa; solo justifica la creación de un clima educativo (ethos) en las aulas que favorezca la apertura al otro a través de una acción en los siguientes focos de intervención: la experiencia del alumno como espacio de encuentro; el testimonio del maestro; la atención al educando en su contexto; la necesidad de profundizar en el sentido de la responsabilidad; la apuesta por una pedagogía del don. La educación moral, fundamentada en la ética levinasiana, puede servir para desarrollar la alteridad y para humanizar a la escuela y a la sociedad.
The authors start from Levinasian ethics and anthropology as inspiring sources of a new pedagogical discourse and educational praxis in the field of moral education. From this paradigm, the human being is conceived as a historical, situational being and open to the other from its corporeality open to the other from its vulnerability. In this way, moral education translates into a compassionate welcoming response to the other in their situation of special need.The authors highlight the great link between education and a certain conception of the human being and its relationship with others. Asking about education is asking about the man. Levinasian ethics does not favor the programming of specific guidelines for educational action; it only justifies the creation of a educational climate (ethos) in the classrooms that favors openness to the other through an action in the following intervention focuses: the pupil´s experience as meeting space; teacher´s testimony; attention to the student in context; the need to examine the sense of responsibilty further; and the pedagogogy of donation. Moral education, based on Levinasian ethics, can serve to increase alterity and to humanize the school and society.
The authors start from Levinasian ethics and anthropology as inspiring sources of a new pedagogical discourse and educational praxis in the field of moral education. From this paradigm, the human being is conceived as a historical, situational being and open to the other from its corporeality open to the other from its vulnerability. In this way, moral education translates into a compassionate welcoming response to the other in their situation of special need.The authors highlight the great link between education and a certain conception of the human being and its relationship with others. Asking about education is asking about the man. Levinasian ethics does not favor the programming of specific guidelines for educational action; it only justifies the creation of a educational climate (ethos) in the classrooms that favors openness to the other through an action in the following intervention focuses: the pupil´s experience as meeting space; teacher´s testimony; attention to the student in context; the need to examine the sense of responsibilty further; and the pedagogogy of donation. Moral education, based on Levinasian ethics, can serve to increase alterity and to humanize the school and society.
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Citation
Revista Española de Pedagogía, 80(282), 233–249
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