How to Domesticate Otherness: Three Metaphors of Otherness in the European Cultural Tradition

Q4 Social Sciences Philosophical Inquiry in Education Pub Date : 2020-10-22 DOI:10.7202/1072487ar
Robi Kroflič
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引用次数: 5

Abstract

Individual and collective identities always develop in relation to the other as different, and in this process, the otherness is always subjected to the attempts of cultivation/domestication. In the history of European thought, we can recognize three metaphors which express the impossibility of seeing the other as different: the metaphors of The Leper, The Court Fool and The Noble Savage. They developed on the basis of the relationship between the difference and common rationality, which means that a more inclusive relationship to otherness as a conversational ideal could be formed if we were able shift the emphasis of ethical discourse from the universal concept of autonomy to respect for authenticity and to Levinas’s ethics of “the face of the other”. Such a step requires a radical change of discursive practices of all involved in the educational processes. That is why I propose the principle of observing the face of the other as different in both real-life experience and in expressive images of art, as well as the recognition and acceptance of otherness at the very core of our own identity.
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如何驯化差异性:欧洲文化传统中差异性的三个隐喻
个体和集体的认同总是在与他者的关系中发展为不同的,在这个过程中,他者总是受到培养/驯化的尝试。在欧洲思想史上,我们可以认识到三个隐喻,它们表达了不可能将他人视为不同的:麻风病人、宫廷傻瓜和高贵的野蛮人的隐喻。它们是在差异与共同理性关系的基础上发展起来的,这意味着,如果我们能够将伦理话语的重点从自主性的普遍概念转移到对真实性的尊重和列维纳斯的“他者之面”伦理,就可以形成一种对他者的更包容的关系,作为一种对话理想。这一步骤需要对所有参与教育过程的话语实践进行彻底的改变。这就是为什么我提出这样一个原则,即在现实生活经验和富有表现力的艺术图像中,观察他者的面孔是不同的,以及作为我们自身身份的核心的对他者的承认和接受。
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来源期刊
Philosophical Inquiry in Education
Philosophical Inquiry in Education Social Sciences-Education
CiteScore
0.50
自引率
0.00%
发文量
13
审稿时长
20 weeks
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