In this paper, I discuss a classroom activity that was intended to create an environment attentive enough for students to scrutinize whether their touted beliefs matched their implicit assumptions. Drawing upon Emmanuel Levinas’s ethics of the face-to-face relation, Carol A. Taylor’s posthuman orientations for pedagogical practice-ings, and Bickel’s and Fisher’s emergent theory of art-care, I explore my pedagogical approach in teaching philosophy to explain how affective encounters in communitas between teacher and learners can expand personal understandings and imagine new meaningful possibilities together. These affective encounters serve an ethic of concern where each is capable of a unique response and where each intra-action matters in the process of co-poiesis. For me, these pedagogical practice-ings helped to understand the use of creative imagination and illustrate an approach that was implicit in the classroom activity chosen for reflection.
Giovanini, Valerie Oved Ph.D.
"Teaching Philosophy as a Pedagogic Practice-ing: Are you the type of person that says, “everything happens for a reason”?,"
Artizein: Arts and Teaching Journal: Vol. 8:
1, Article 9.
Available at: https://opensiuc.lib.siu.edu/atj/vol8/iss1/9
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