educational climate

15 May 2022

This work takes Levinasian ethics and anthropology as sources to inspire a new pedagogical discourse and educational prax­is in the field of moral education. In this paradigm, the human being is a historical, situational being that is open to the other from its vulnerability. Accordingly, moral education becomes a compassionate, wel­coming response to the other in its situation of special need. The authors highlight the close link between education and a particu­lar conception of the human being and how it relates to others. To ask about education is to ask about the human. Levinasian eth­ics do not back setting specific guidelines for educational action; they only justify the creation of an educational climate (ethos) in classrooms that favours openness to the other through action in the following are­as of intervention: pupils’ experience as a space of encounter; teachers’ testimony; attention to students in their context; the need to examine the sense of responsibilty further; and the pedagogy of donation. Mor­al education, based on Levinasian ethics, can serve to increase alerity and humanise the school and society.

Please, cite this article as follows: Ortega Ruiz, P., & Romero Sánchez, E. (2022). La educación moral a partir de Levinas: otro modelo educativo | Moral education from Levinas: Another educational modelRevista Española de Pedagogía, 80 (282), 233-249.