Den undervisande Andre : Den undervisande relationen i Filemonbrevet urett levinasianskt perspektiv

Sammanfattning: The main purpose of the present essay is, based on Emmanuel Levinas’s ethics of responsibility,to gain new knowledge about the teaching relationship and the relationship between the selfand the Other in that relation. The overarching question in this essay is what characterizes theteaching relationship in the Epistle to the Philemon from a Levinasian perspective. The purposeis also to develop theoretical tools and models from this perspective to interpret the teachingrelationship in the Epistle to the Philemon and which can also be applied to the teachingsituations in different churches. The questions to which I sought answers included: Whatconditions or prerequisites are present in the teaching relationship? What conditions createopportunities for the recipient to learn something from the Other? How does the ethicalrelationship in the language of the letter to Philemon manifest itself? What theoretical conceptsand models of practice can be developed from a Levinasian perspective for interpreting theteaching relationship that can be applied to teaching in a church context?According to Levinas, ethics is understood as a relation of the infinitive responsibility to theOther person. The underlying assumption in my thesis is that teaching is, above all else, anethical relationship. In this essay I have used a Levinasian approach about the Subject (or Ego)to come into being in its encounter with the other person. In other words, the relationship isfoundational to the existence of the Subject. The key concepts in this essay are intentionality,Saying (in relation to the Said), the Other, the Face, Levinas’s ethical subject, asymmetricalrelationship, and substitution. In their encounter with the data in the letters to Philemon, theconcepts have been freighted with educational significance.An important conclusion based on the material is that the didactic relationship is constituted asan asymmetrical relationship where the persons are related to each other in a double asymmetry.This two-way asymmetry requires a double trust in the didactic relationship, which isindispensable for all pedagogical practice, not least in church contexts. Throughout the study,a relational ethical perspective has been developed as an alternative interpretative tool foranalyzing and reflecting upon the didactic relationship.