'Reading Intercultural Encounters as Art': The Call of the Other and the Relevance of Beauty

Autor/in	Frimberger, Katja
Titel	'Reading Intercultural Encounters as Art': The Call of the Other and the Relevance of Beauty
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 2, S.283-304 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frimberger, Katja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2022.2164343
Schlagwörter	Intercultural Communication; Aesthetics; Ethics; Teaching Methods; Educational Philosophy; Hermeneutics; Art; Multicultural Education; Self Concept; Interpersonal Relationship; Epistemology; Cultural Awareness; Criticism + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Ästhetik; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Hermeneutik; Arts; Kunst; Multikulturelle Erziehung; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Erkenntnistheorie; Cultural identity; Kulturelle Identität; Kritik
Abstract	This article explores intercultural education research about intercultural encounters as aesthetic phenomena. I will argue that Gadamer's notion of "hermeneutical identity" when encountering an artwork can enrich intercultural education studies' (IES) conceptualisations of an event-based research and pedagogy, conceived as a mode of response to a personal address. Drawing on Emmanuel Levinas' ethics as first philosophy, IES's current ethical turn posits responsibility for the (radical) other (as a pre-ontological being-in-relation) -- with the resulting fracturing of our self-directing ego -- as the first reality of the self. In this article, I argue that Gadamer's hermeneutics speak to the curious methodological paradox, which results from IES' turn to Levinas. Here, Gadamer provokes fruitful methodological questions as to the kind of 'research aesthetic' that could plausibly emerge from such event-based research and pedagogy -- when it seeks to sustain ontological/epistemological openness and not give (fully) into the 'betrayal' of (scientific) language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01