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        The ethical foundation of critical pedagogy in contemporary academia: (self)-reflection and complicity in the process of teaching

        Author
        Rabikowska, M.
        Attention
        2299/11616
        Abstract
        In this paper an ethical approach to educational methodology is discussed in relation to the philosophies of Emanuel Levinas and Robert Cox. Cox's anti-essentialist understanding of historical materialism and Levinas' metaphysical idealism are applied to an analysis of the (self)-reflective methods required today in Higher Education in the UK, such as Problem-Based Learning (PBL) and Personal Development Planning (PDP). The paper identifies a post-Kantian paradigm of the subject-object dichotomy as a cause of the ontological constraints which pervade critical pedagogy, and instead it proposes a pre-ontological ethics of the relationship with the other which questions self-centred strategies of reflection.
        Publication date
        2009-07-01
        Published in
        Pedagogy, Culture and Society
        Published version
        https://doi.org/10.1080/14681360902934475
        Other links
        http://hdl.handle.net/2299/11616
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