MARC Record from University of Toronto

LEADER: 03369cam 2200265 4500
008 021122s2005 onc b 000 0 eng u
020 $a0494076232
039 $f//ws/cd(ws)/ROBA
100 1 $aFarley, Lisa H.E.$q(Lisa Heather Earlene),$d1974-
245 10 $aHistory, ethics and education :$blearning from Freud and Levinas $/cby Lisa H.E. Farley.
260 $c2005.
300 $avi, 184 leaves.
502 $aThesis (Ph.D.)--University of Toronto, 2005.
504 $aIncludes bibliographical references (leaves 170-184)
520 $aThis dissertation examines where ethics resides in making historical relations in education. The theoretical framework draws on the ethical philosophy of Emmanuel Levinas and the psychoanalytic theory of Sigmund Freud to understand how students arrive at particular meanings of history. Drawing on this work, I posit a theory of learning that explores the role of non-conscious dynamics in the process of coming to know. Through the proposed framework, I highlight two aspects of learning that occur in historical encounters: on the one hand, there is the ethical force of historical traces that demand something of the learner; on the other hand, these traces must pass through an unconscious constellation of affect and defense in order to be passed on. This duality, between being ethically open to and psychically implicated in historical traces makes learning a constant site of conflict: between opening the self to receive what is given and to give significance to past events.The core chapters of the work highlight three pedagogical approaches---heritage, history and the postmodern---to posit a view of history education that is itself a site of conflict. I consider the multiple and conflicting aims of existing pedagogical initiatives and offer a view of learning that is both potentially ethical and heavy with affective conflicts that can be difficult for the student to bear. My intent in these chapters is not to argue which approach is most likely to produce moral subjects, but to highlight the ethical potential of students' engagements with history, referred to as "moments of encounter." Through these encounters, I focus on the psychic processes through which ethics becomes a possibility. Of particular concern are processes of transference, identification, boredom, judgement and thinking. These concepts are important because they highlight the ways in which students are psychically implicated in constructing historical meanings. Traces of history inscribe ethical demands upon students even as these traces are vulnerable to students' psychical impressions.
600 1 $aFreud, Sigmund,$d1856-1939.
600 1 $aLévinas, Emmanuel.
650 0 $aHistory$xMoral and ethical aspects.
650 0 $aPsychoanalysis and history.
650 0 $aHistory$xStudy and teaching.
856 41 $uhttp://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370767&T=F$yConnect to resource
949 $aT F$wDEWEY$c1$i30005032328653$lTHESES$mOISE_UT$rN$sY$tTHESIS$u10/1/2006
949 $aT F$wDEWEY$c2$i30005032328703$d4/10/2007$e20/9/2007$lTHESES$mOISE_UT$n7$rY$sY$tTHESIS$u10/1/2006
949 $atheses EDUCT 2005 Ph.D. 12295$wALPHANUM$c1$i5651884-2001$lMICROTEXT$mMEDIA_COMM$rN$sY$tMICROFORM$u12/6/2006
949 $atheses EDUCT 2005 Ph.D. 12295$wALPHANUM$c1$i31761068324417$lTHESES$mROBARTS$rY$sY$tBOOK$u12/6/2006