On Thinking Differently About Educational Encounters
In this chapter, we foreground the self in relation to the internal self and others. It makes sense to look self-reflexively at the self for that moment of internal reflection would make the self presenting herself in a distinctively virtuous way. Unless,
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On Thinking Differently About Educational Encounters
Abstract In this chapter, we foreground the self in relation to the internal self and others. It makes sense to look self-reflexively at the self for that moment of internal reflection would make the self presenting herself in a distinctively virtuous way. Unless, the self internally suppresses violence such as dehumanisation and undignified acts of aggression, educational encounters would not necessarily embody virtues of humanity in terms of which humanisation can advance. Drawing on the seminal thoughts of Touraine we endeavour to think more self-reflexively about educational encounters. Keywords Alain Touraine · Subjectivity · Individualism · Consciousness · Dehumanisation · Inclusion · Self
10.1 Introduction In our previous work on democratic citizenship education, we have mainly been concerned with educational encounters among outer individual selves and other selves of a deliberative kind (Davids & Waghid, 2019). More specifically, educational encounters are constituted by acts of deliberation, imagination, diffraction, and becoming among external others and our outer selves. In this chapter we elucidate a renewed understanding of educational encounters that are underscored by humans’ inner selves with their outer selves as well as their external others. The latter notion of educational encounters is an extension of our earlier focus on deliberative encounters of diffracted and imaginative ways. In other words, we argue for an educational encounter that is loving and which builds on the human actions of doing things with others. In this chapter, we foreground the self in relation to the internal self and others. It makes sense to ponder on how the self is in relation to oneself as well as to others; to consider which values are held; what the frames of reference are that have shaped what we know; and why the self understands the world in the way it does. To engage
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2020 N. Davids and Y. Waghid, Teaching, Friendship and Humanity, SpringerBriefs in Citizenship Education for the 21st Century, https://doi.org/10.1007/978-981-15-7212-8_10
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10 On Thinking Differently About Educational Encounters
in reflexivity is to become self-aware. As philosophers who are engaged with preservice and in-service teachers, we are continually engaging in efforts for our students to make sense of who they are in relation to what it means to be a teacher—that is, to engage in self-assessment, and to consider that which is not immediately evident. As has been repeatedly addressed throughout this book thus far, education cannot be removed from the social malaise, which continues to plague numerous states, societies, communities and individuals. At the core of what we have tried to show, is that through our shared inter-human bond, we cannot pretend that issues of social, political and economic injustice are not the concerns of those who teach. It matters, there
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