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Bringing more than I contain’: ethics, curriculum and the pedagogical demand for altered egos
Todd, Sharon
Building from the notion that learning occasions an `ontological’ violence, this paper examines the ethical relations implicated in pedagogy and curriculum. In particular, it explores ways in which pedagogy is rooted in a demand for students to alter their egos, and, thereby, draws attention to the delicate nature of the teaching±learning relationship. Appealing to the ethical philosophy of Emmanuel Levinas, it discusses how ethical, non-violent relations are made possible in the day-to-day encounters between teachers and students. A reading of one of Melanie Klein’s case studies highlights the speci®c ways teachers participate in ego-alteration at the same time as they participate in conditions for establishing ethical relations. The paper concludes with a discussion of these conditions and the role that curriculum plays in responsible teaching.
Keyword(s): ethics; curriculum; pedagogical; demand; altered egos
Publication Date:
2001
Type: Journal article
Peer-Reviewed: Yes
Institution: Maynooth University
Citation(s): Todd, Sharon (2001) Bringing more than I contain’: ethics, curriculum and the pedagogical demand for altered egos. Journal of Curriculum Studies, 33 (4). pp. 431-450. ISSN 0022-0272
Publisher(s): Taylor & Francis
File Format(s): other
Related Link(s): http://mural.maynoothuniversity.ie/8540/1/Bringing%20more%20than%20I%20contain%20Ethics%20curriculum%20and%20the%20pedagogical%20demand%20for%20altered%20egos.pdf
First Indexed: 2020-04-02 06:29:05 Last Updated: 2020-04-02 06:29:05