The three gifts of teaching

Towards a non-egological future for moral education

Datos Bibliográficos

ID21511510
AutoresGert Biesta (0000-0001-8530-7105, National University of Ireland, Maynooth, autor de correspondencia)
Año2021
Volumen50
Número1
Páginas39-54
Fecha de publicación2021-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Moral Education (JOURNAL)
Identificadores de la revistaISSN: 0305-7240 • E-ISSN: 1465-3877
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03057240.2020.1763279
OpenAlexW3030611730
IdiomaEN
Citas recibidas28
Referencias citadas17

The centrality of learners and their learning in contemporary educational discourse and practice, seems to suggest that the self of the student should be at the heart of the educational endeavour. This is not just an educational programme, but actually an expression of a particular way of thinking about human beings and their position in the world; a way of thinking which, after Levinas, I characterise as egological. In this paper I explore an alternative approach that centres on the suggestion that everything begins with what is given to us, rather than what is claimed, constructed or interpreted by us. I explore this philosophically through a discussion of ideas from Jean-Luc Marion around the phenomenon and phenomenology of ‘giveness’. I connect this to a critical discussion of the role of learning in education and explore three ways in which teaching manifests itself as a gift that occurs beyond learning

Centrality · Epistemology · Moral education · Pedagogy · Phenomenon · Sociology · Critical and Liberation Pedagogy · Educational Philosophies and Pedagogies · Philosophy · Philosophy, Ethics, and Existentialism · Psychology