Levinas on Teaching

The teaching relation has always been a puzzle. Some take education as the passing on and acquisition of information. They regard the lecture format as crucial. Others see it in terms of developing the reasoning ability of students. In seminars and conversations, they strive to have their students reflect and learn to “think for themselves.” Their goal is a rational individual capable of insight.  Levinas, the French Philosopher, who famously positioned ethics as first philosophy, i.e., as determinative of how we think of ourselves and our world, advances a novel view, one springing from the “face to face” relation. In this article, we explore how his understanding of this relation leads to his situating education in an ethical context

Phenomenology and Aristotle’s Concept of Being-at-Work

Husserl, as is well known, bases his study of appearing on subjective functions. He also makes appearing prior to being insofar phenomenology grants being to entities only to the point that they can appear. Both positions result in the paradox that he presents in the Crisis, where he asks: “How can human subjectivity, which is a part of the world, constitute the whole world, i.e., constitute it as its intentional product…? The subjective part of the world swallows up, so to speak, the whole world including itself. What an absurdity!”. The paradox arises from Husserl’s taking being as presence and asserting that presence is esta-blished through constitution and, as such, is the work of subjectivity. In this article, I explore an alternative based on Aristotle's concept of functioning. This is a functioning that is prior to both subjects and objects, a functioning that is responsible for both being and appearing. The introduction of this concept, I argue, does not change Husserl’s description of the functioning of constitution. It does, however, add an ontological basis that prevents phenomenology from falling into this paradox.Husserl, as is well known, bases his study of appearing on subjective functions. He also makes appearing prior to being insofar phenomenology grants being to entities only to the point that they can appear. Both positions result in the paradox that he presents in the Crisis, where he asks: “How can human subjectivity, which is a part of the world, constitute the whole world, i.e., constitute it as its intentional product…? The subjective part of the world swallows up, so to speak, the whole world including itself. What an absurdity!”. The paradox arises from Husserl’s taking being as presence and asserting that presence is established through constitution and, as such, is the work of subjectivity. In this article, I explore an alternative based on Aristotle's concept of functioning. This is a functioning that is prior to both subjects and objects, a functioning that is responsible for both being and appearing. The introduction of this concept, I argue, does not change Husserl’s description of the functioning of constitution. It does, however, add an ontological basis that prevents phenomenology from falling into this paradox.Husserl, como es bien sabido, basa su estudio del aparecer en funciones sujetivas. También presenta el aparecer como anterior al ser en tanto en cuanto la fenomenología le concede ser a las entidades sólo hasta el punto de que puedan aparecer. Ambas posiciones dan como resultado la paradoja que presenta en La crisis, donde pregunta: "¿Cómo puede la subjetividad humana, que es parte del mundo, constituir el mundo entero, es decir, constituirlo como su producto intencional...? La parte subjetiva del mundo se traga, por así decirlo, todo el mundo, incluido él mismo. ¡Qué absurdo!". La paradoja surge del hecho de que Husserl toma el ser como presencia y de que afirma que la presencia se establece a través de la constitución y que, como tal, es el trabajo de la subjetividad. En este artículo, exploro una alternativa basada en el concepto de funcionamiento de Aristóteles. Este es un funcionamiento que es anterior a ambos sujetos y objetos, un funcionamiento que es responsable de ser y aparecer. La introducción de este concepto, sostengo, no cambia la des-cripción de Husserl del funcionamiento de la constitución. Sin embargo, agrega una base ontológica que evita que la fenomenología caiga en esta paradoja

Remembering and Forgetting as a Function of Life

As Derrida observes, the ideal of a perfect memory has a spectral quality. The desire to achieve it is like the wish of Hanson, the fictional archaeologist, to go beyond the physical remains to grasp the past itself. What seduces us is the thought that remembering is like mechanical reproduction. We forget, however, that a photograph does not remember what we looked like any more than a recording remembers the sound of our voice. Only a living being can remember. Seen in this light, the ultimate problem of the ideal of a perfect memory is that it abstracts remembering from the context in which it functions. In this paper, I argue that this context is that of our embodied being-alive, with all the limitations that this implies. Such limitations impose a teleological structure on our remembering. They determine how memory functions on both an individual and a collective level.As Derrida observes, the ideal of a perfect memory has a spectral quality. The desire to achieve it is like the wish of Hanson, the fictional archaeologist, to go beyond the physical remains to grasp the past itself. What seduces us is the thought that remembering is like mechanical reproduction. We forget, however, that a photograph does not remember what we looked like any more than a recording remembers the sound of our voice. Only a living being can remember. Seen in this light, the ultimate problem of the ideal of a perfect memory is that it abstracts remembering from the context in which it functions. In this paper, I argue that this context is that of our embodied being-alive, with all the limitations that this implies. Such limitations impose a teleological structure on our remembering. They determine how memory functions on both an individual and a collective level.Como observa Derrida, el ideal de la memoria perfecta tiene una cualidad espectral. El deseo de conseguirlo es como el de Hanson, el arqueólogo ficticio, de querer ir más allá de los restos físicos para alcanzar el pasado mismo. Nos seduce la idea de que recordar sea como una reproducción mecánica. Olvidamos, sin embargo, que una fotografía no recuerda cómo éramos más de lo que una grabación recuerda el sonido de nuestra voz. Sólo un ser vivo puede recordar. Desde este punto de vista, el problema último del ideal de la memoria perfecta es que abstrae el recordar del contexto en el que éste realizaría su función. En este artículo argumento que dicho contexto es el de nuestro estar-vivos encarnado, con todas las limitaciones que ello implica. Estas limitaciones imponen una estructura teleológica en nuestro recordar. Determinan como funciona la memoria, tanto a nivel individual como colectivo

Diagnostic Problem Solving in Male Collegiate Athletic Trainers

Context: Knowledge and experience may be important factors for understanding expertise based upon a clinician\u27s ability to select and execute an appropriate response as a clinician during injury evaluation. Objective: To describe how collegiate male certified athletic trainers represent injury-evaluation domain knowledge during a situational interview using a think-aloud protocol. Design: Qualitative. Setting: National Collegiate Athletic Association Division I and II colleges in National Athletic Trainers\u27 Association District 3. Patients or Other Participants: A total of 20 male certified athletic trainers (n = 10 with less than 2 years of experience in the college setting and n = 10 with at least 10 years of experience in the college setting) participated in the study. Data Collection and Analysis: We collected data using a situational interview and questionnaire. Data were transcribed, reduced to meaningful units, and analyzed using verbal analysis procedures. Member checks, triangulation of data, field journaling, and peer-debriefing techniques were used to ensure trustworthiness of the data. Knowledge concepts were enumerated to describe differences between experts and novices. Results: Compared with novices, experts had more knowledge concepts of patient history and predictions and fewer concepts of situation appraisal. Conclusions: Expertise in athletic training shares traits with other areas in health care. Athletic training education and professional development may benefit from our understanding which cognitive processes differentiate expert practice. Future investigators should attempt to describe other settings and study diagnostic problem solving in a natural environment

Levinas on Teaching

The teaching relation has always been a puzzle. Some take education as the passing on and acquisition of information. They regard the lecture format as crucial. Others see it in terms of developing the reasoning ability of students. In seminars and conversations, they strive to have their students reflect and learn to “think for themselves.” Their goal is a rational individual capable of insight.  Levinas, the French Philosopher, who famously positioned ethics as first philosophy, i.e., as determinative of how we think of ourselves and our world, advances a novel view, one springing from the “face to face” relation. In this article, we explore how his understanding of this relation leads to his situating education in an ethical context

Competing Perspectives During Organizational Socialization on the Role of Certified Athletic Trainers in High School Settings

When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual\u27s ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes\u27 parents, athletic directors, physical therapists, physicians, and coaches. Objective: To examine the perspectives of high school coaches and ATCs toward the ATC\u27s role in the high school setting by looking at 3 questions: (1) What are coaches\u27 expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches\u27 expectations compare with ATCs\u27 expectations