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ERIC Number: EJ1023152
Record Type: Journal
Publication Date: 2014-May
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0309-8249
Re-Reading Diotima: Resources for a Relational Pedagogy
Jones, Rachel
Journal of Philosophy of Education, v48 n2 p183-201 May 2014
This article considers a range of responses to Plato's "Symposium," paying particular attention to Diotima's speech on eros and philosophy. It argues that Diotima's teachings contain resources for a relational pedagogy, but that these resources come more sharply into focus when Plato's text is read through the lens of contemporary (20th and 21st century) thinkers. The article therefore draws on the work of David Halperin, Hannah Arendt, Jean-Fran├žois Lyotard and Luce Irigaray to argue that Diotima points us towards the value of educative encounters as reciprocal and unpredictable events of initiation and becoming. Diotima's rhetorical emphasis on birth is shown to be especially important for refiguring pedagogical relations in terms of natality, understood as a capacity for new beginnings, and hence for reclaiming education as a potentially "generative" encounter, rather than one governed by the logic of reproduction. The final section of the article turns to work by Christine Battersby, bell hooks, Richard Smith and Morwenna Griffiths to resituate the discussion in relation to questions of autonomy. As a corrective to the modern bias towards the value of the autonomous individual, it argues that dependencies and unequal power relations can be a constitutive and enabling aspect of the educative process. Attention to such relations should thus form a key part of a relational pedagogy.
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Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A