Routledge Levinas and Education: At the Intersection of Faith and Reason (Routledge International Studies in the Philosophy of Education)

This first book-length collection on Levinas and education gathers new texts written especially for this volume by an international group of scholars well known for their work in philosophy, educational theory, and on Levinas. It provides an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness and more, as its contributing authors address some fundamental educational issues such as: what it means to be a teacher; what it means to learn from a teacher; the role of language in the curriculum; literature, ethics, and education; moral education and human relations in schools; ethics of responsibility and philosophical-pedagogical discourse; educational hospitality and interculturalism; unconditional responsibility and education; educating for participatory democratic citizenship; the pedagogy of peace; logic, rationality, and ethics; connecting teaching to spirituality. Levinas always insisted that his aim was not to provide "a program," and accordingly, it is not the intent of the authors to look in Levinas's texts for a set of guidelines, rules, or precepts to be applied to education. Rather, this study invites educators, and researchers in philosophy and philosophy of education, to a thoughtful and critical reading of Levinas, and to engage with his unique style of analysis and questioning as they uncover with these authors the necessity and the possibility of thinking education anew in terms of ethics, justice, responsibility, hope and faith. Review " As a whole, I found that the book raised significant questions for Levinas’s philosophy and those who comment on it. Additionally, it provides a valuable resource for philosophers of education who might not have considered turning to Levinas to deepen their own reflections on teaching and learning. Regardless of one’s position on Levinas’s project, all of the essays presented challenges, questions, and insights worthy of consideration.--Studies in Philosophy and Education (2009), 28: 375-381 About the Author Denise Egéa-Kuehne is Professor of Education and Director of the French Education Project for Research and Teacher Education in the Department of Educational Theory, Policy and Practice at Louisiana State University. Her work includes Derrida & Education (co-edited with Gert J.J. Biesta, Routledge, 2001), and Key Critical Thinkers in Education: Derrida (forthcoming with Sense Publishers).