Learning from the Other: Levinas, Psychoanalysis, and Ethical Possibilities in Education

INDEX

affect, 4, 10, 11, 13, 137, 146 aggression fantasies of, 100–101, 103, 106 in student responses, 104–106 Allen, Woody, 118 altered egos, 18 alterity, 11, 84 preservation of, 3, 51, 52, 130 and respecting singularity, 62 revelation of, 51, 52, 61 as unknowable, 107 See also other, otherness, and difference Althusser, Louis, 98–99, 107, 110 altruism, 84, 89 as being-for, 84 ambiguity, 141 of communication, 68–69, 125, 144, 145 (see also communicative risk and fine risk) of love, 67, 68, 71, 86 ambivalence, 141 emotional, 104 of life and death, 81, 83–84 of love, 67, 85, 86 anxiety in learning, 32–37 Arendt, Hannah, 57 attending to difference, 142 attentiveness, 3, 9, 36, 37, 80 117,121, 124, 125, 130, 136 awakening to attending to, 134–139, 145–146 ethical, 14, 16, 63, 145 in listening, 136–139 to Other’s meaning as learning from difference, 129, 131, 137 Aulagnier, Piera, 162n. 11 awareness, 98, 99, 100, 104 Badiou, Alain, 2 Bartky, Sandra Lee, 150n. 4, 159n. 11 Bauman, Zygmunt, 5, 28, 46–49, 50, 52, 101, 143 being-aside, 46 being-for, 48–49, 50–53, 59, 60, 62, 63, 66, 72, 135 being-with, 46–47, 72 Boler, Megan, 43, 50, 96 breakdown in common meaning, 128, 129 Britzman, Deborah, 10, 27, 32, 138, 145 broad empathy, 104 Butler, Judith, 98–99, 103, 107 care, 43, 66 Carson, Anne, 157n. 12 Castoriadis, Cornelius, 15, 29, 118, 136 on learning to become, 19–21, 26 on listening, 126–130 categorical imperative, 5 Chanter, Tina, 71 Cogan, Maggie, 117, 118–122, 123, 126, 127–128, 131, 132 commitment, 48–49, 62, 71, 73, 74–75, 76, 81, 84, 86–89 communicative openness, 60–61, 89 communicative risk, 68–72 consciousness, 59 173 INDEX Cornell, Drucilla, 144, 151n. 23 Corradi Fiumara, Gemma, 118, 122–126, 132 creativity in language, 127–128 curriculum, 18, 141, 146 and social justice education, 39 as symbolization, 40 via the Other, 39 de Certeau, Michel, 44 death drive, 83, 101–102, 157n. 20 “dense plots,” 118, 120, 121 Derrida, Jacques, 7, 20 Dewey, John, 5 dialogic relation, 121, 122–123 See also Socratic method difference difficulties with, 114–115 as manifest in communication, 130, 131, 138 Dostoevsky, Fyodor, 109, 110 Eaglestone, Robert, 147n. 7 education normative aspect of, 28 as rhetoric, 7 See also pedagogy and social justice education ego, 19, 26, 31, 84 in Kleinian terms, 18 three movements in becoming, 32 ego-instincts, 83, 157n. 20 egoism, 12 Ellison, Julie, 96–97 empathy, 14, 43–63, 66–67, 73, 91, 118, 137, 141 broad, 55–56 definitions of, 49–50 as a demand, 45, 47, 59 feelings of, 49, 50 (see also feelingfor ) imaginative reconstruction, 55–56 incident specific, 55–56 as key to analyst’s role, 58 putting oneself in the other’s shoes, 53–57 putting the other into oneself, 57–59 recognition of, 59 eros, 65–89, 155n. 1 and death drive, 83 as life drive, 81–86 as a quality of relationality, 69, 72 and social cohesion, 82 and social conflict, 82–83 social control of, 82 as a social relation, 86 as type of relation, 70–71 ethics, 2, 142 applied, 5, 6, 145 as exceeding laws and rules, 144–145 instrumentalizing, 6 implied, 14–15, 29 possibilities of in education, 13, 141–146 as programmatic, 4, 28 in relation to education 1, 2, 3, in relation to knowledge, 4–9 thinking ethics through education, 29, 38 the turn to, 2 exposure, 108, 134, 136, 160n. 33 face-to-face encounter, 18, 28, 51, 70, 130, 131, 143 Fanon, Frantz, 77–78 fantasy in empathy, 55 in relation to guilt, 101–107 feeling-for, 53, 55, 57, 59, 60, 62, 73 feeling-with, 49, 50, 52, 62 fellow-feeling, 49–50 Felman, Shoshana, 38, 97, 98 fine risk of communication, 68–72, 86, 89, 133 forgiveness, 17 Freud, Anna, 57 Freud, Sigmund, 10, 55, 57, 67, 97, 99, 102, 103, 110 feeling one’s way into another, 53–54 on empathy, 57–58 on eros, 81–86, 157nn. 19, 20 on guilt, 158n. 3 Gallop, Jane, 157n. 21 Gibbs, Robert, 126, 131, 133 Grosskurth, Phyllis, 152n. 38 174 Learning from the Other guilt, 14, 91–115, 118, 137, 141 and acknowledgement of harm, 92, 158n.1 as declaration of innocence, 93–94, 105–106 as declaration of lack of suffering, 93...