Le filosofe e i maestri: quel che non abbiamo raccontato
- Statement of Responsibility:
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Forcina, Marisa
- Main Author:
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Forcina, Marisa
We do not have a clear identifier or note about this person. You can try to get more information using external search engines:
- Format:
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Journal article
- Language:
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Italian
- Form / Genre:
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text (article)
- Published:
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2015
- In:
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Lectora: revista de dones i textualitat ISSN 1136-5781 Nº. 21, 2015 (Ejemplar dedicado a: Noir and Female. Women Writers of Crime Novel in the Iberian Peninsula), pags. 129-143
- Subjects:
- Annotation:
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This essay proposes a possible way of understanding the student-teacher relationship. I argue that a relationship of authority is not, and should not be, linked with uniformity, with a single model that must be maintained indiscriminately. Authority should be such that it is open to the freedom of the other to construct her own autonomy. The true teacher is capable of forgetting the effort and hard work that he or she has put into the freedom of the student, whom they should not place in a position of eternal debt, destined to be a disciple echoing her teacher's ideas. Through an analysis of the thought of Charles Péguy, the shared reflexions of the Scuola estiva della Differenza and their similarities with the ideas of Françoise Collin, I argue that the relationship between women philosophers and their teachers is not best realised through unconditional freedom nor through a binding dependence subject to conditions, rather it finds its vitality in a point of reality that is the job well done.
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| 520 | 3 | \ | |a This essay proposes a possible way of understanding the student-teacher relationship. I argue that a relationship of authority is not, and should not be, linked with uniformity, with a single model that must be maintained indiscriminately. Authority should be such that it is open to the freedom of the other to construct her own autonomy. The true teacher is capable of forgetting the effort and hard work that he or she has put into the freedom of the student, whom they should not place in a position of eternal debt, destined to be a disciple echoing her teacher's ideas. Through an analysis of the thought of Charles Péguy, the shared reflexions of the Scuola estiva della Differenza and their similarities with the ideas of Françoise Collin, I argue that the relationship between women philosophers and their teachers is not best realised through unconditional freedom nor through a binding dependence subject to conditions, rather it finds its vitality in a point of reality that is the job well done. |
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| 650 | |a Collin | ||
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| 650 | |a Collin | ||
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| 650 | |a teacher | ||
| 650 | |a discipleship | ||
| 650 | |a authority | ||
| 650 | |a theory of sexual difference | ||
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| 650 | |a Collin | ||
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