A Pedagogy of Unknowing: Witnessing Unknowability in Teaching and Learning

Autor/in	Zembylas, Michalinos
Titel	A Pedagogy of Unknowing: Witnessing Unknowability in Teaching and Learning
Quelle	In: Studies in Philosophy and Education, 24 (2005) 2, S.139-160 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-005-1287-3
Schlagwörter	Ethics; Role; Educational Practices; Teacher Attitudes; Educational Objectives + Suchen Sie Ihr Suchwort? Ethik; Rollen; Bildungspraxis; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Using insights from the tradition of "via negativa" and the work of Emmanuel Levinas, this paper proposes that unknowability can occupy an important place in teaching and learning, a place that embraces the "unknowable" in general, as well as the "unknowable Other," in particular. It is argued that turning toward both "via negativa" and Levinas offers us an alternative to conceptualizing the roles of the ethical and the unknowable in educational praxis. This analysis can open possibilities to transform how educators think about the goals of education in two important ways. First, creating spaces for embracing unknowing in educational settings is an act of ethical responsibility that recovers a sense of the Other and his/her uniqueness. Second, rethinking the value of unknowing in the classroom may inspire in students and teachers a sense of vigilance, responsibility and witnessing. Unknowing is an act of embracing otherness and presents a curious element of redemption; in the lack of knowledge, the meaning of its absence is found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10