Change search
ReferencesLink to record
Permanent link

Direct link
Klassrummets relationsetik: Det pedagogiska mötet som etiskt fenomen
Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
2006 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The main purpose of the present study is to explore how the ethical relationship between teacher and student in the classroom can be described and understood from the approach of the French philosopher Emmanuel Lévinas. I also examine the theoretical concepts that can be derived from Lévinas’ ideas in order to be able to interpret the manner in which this ethical relationship manifests itself in the classroom.

The empirical data was generated through observation of the kind often found in ethnographical studies like microanalyses using a variety of digital techniques. I also made use of direct observation and stimulated recall interviews in close connection with the classroom events. The study was carried out at two Swedish schools and the focus was placed on classroom practice and ethical communication in the classroom. Facial expressions, eye contact, gestures and other non-verbal communication was of great interest. Through microanalysis of classroom interaction I have attempted to uncover what exists under the surface of the classroom communication in more detail.

According to Lévinas, ethics is understood as a relation of the infinitive responsibility to the Other person. In a pedagogical context, we may speak of the ”first meeting” face-to-face before any categorization of the other individual is formulated. The key concepts are Saying (in relation to the Said), the Other, the Face, asymmetrical relationships and alterity. In their encounter with the empirical data collected, the concepts have been freighted with edagogical significance. These original ethical thoughts of Lévinas, much of which challenge what has previously been taken for granted, can provide new insight into educational work.

This investigation has provided other insights into the ethical dimension of education, especially as the teacher-student relationship is concerned. The close connection between vulnerability and interdependence in the teacher-student relationship, and communication as self-exposure, are important findings that can help teachers and pedagogues to understand the ethical dimension of the educational encounter with the student. Throughout the study, a relational ethical perspective has been developed as an alternative interpretative tool for analyzing and reflecting upon the teacher-student relationship.

Place, publisher, year, edition, pages
Umeå: Fakultet för lärarutbildning , 2006. , 152 p.
Doktorsavhandlingar inom den Nationella Forskarskolan i Pedagogiskt Arbete, ISSN 1653-6894 ; 4Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 11
Keyword [en]
Teacher-student relationship, Emmanuel Lévinas, relational ethics, responsibility, teaching, Saying, the Other, face, asymmetrical relationship, alterity, vulnerability, uncertainty, classroom communication, exposure
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-934ISBN: 91-7264-221-1OAI: diva2:145102
Institutionen för svenska och samhällsvetenskapliga ämnen, 90187, Umeå
Public defence
2006-12-08, Hörsal E, Humanisthuset, Umeå universitet, Umeå, 10:00 (English)
Available from: 2006-11-16 Created: 2006-11-16 Last updated: 2011-10-27Bibliographically approved

Open Access in DiVA

fulltext(507 kB)3269 downloads
File information
File name FULLTEXT01.pdfFile size 507 kBChecksum MD5
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Holmgren, Anders
By organisation
Department of Teacher Education in Swedish and Social Sciences
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 3269 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 2803 hits
ReferencesLink to record
Permanent link

Direct link