Moral education from Levinas: Another educational model.

Abstract

The authors start from Levinasian ethics and anthropology as inspiring sources of a new pedagogical discourse and educational praxis in the field of moral education. From this paradigm, the human being is conceived as a historical, situational being and open to the other from its corporeality open to the other from its vulnerability. In this way, moral education translates into a compassionate welcoming
response to the other in their situation of special need.The authors highlight the great link between education and a certain conception of the human being and its relationship with others. Asking about education is asking about the man. Levinasian ethics does not favor the programming of specific guidelines for educational action; it only justifies the creation of a
educational climate (ethos) in the classrooms that favors openness to the other through an action in the following intervention focuses: the pupil´s experience as meeting space; teacher´s testimony; attention to the student in context; the need to examine the sense of responsibilty further; and the pedagogogy of donation. Moral education, based on Levinasian ethics, can serve to increase alterity and to humanize the school and society.