EMPATHY: MORE TEACHING THAN LEARNING FORGREATER HUMANITY

Jezik, književnost i empatija (2025) (48-59. стр.)

АУТОР(И) / AUTHOR(S):Rafael Jiménez Cataño 

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DOI: 10.46793/LLE25.048JC

САЖЕТАК / ABSTRACT:

Starting from the work of Gert Biesta, who has seen a pedagogical loss in the emphasis that has been placed on learning at the expense of teaching, I retrieve what classical rhetoric saw as characteristic of the speaker, in particular the ethos (composed of virtue, reasonableness and goodwill), which implies a human presence. In order to embed the rhetoric and the anthropology inherent in Biesta’s pedagogy, I will resort to the methodological resources of fundamental rhetoric. The current development of artificial intelligence demands that we recover the value of this presence. Ethos, read from the perspective of linguistic pragmatics, presents us with the notion of self-image, which in politeness seems a very simple concept, but it actually presents several problems. The main one is probably the fact that self-knowledge is very difficult. And yet, since self-knowledge depends to a large extent on the image that our interlocutors reflect to us, an “empathy before empathy” becomes vital, that is to say, the empathy we need to get to know ourselves (from the reflection that others send us), which is necessary for the self-awareness inherent in the ethos (especially virtue), from which empathy with the interlocutor is created (especially goodwill).

КЉУЧНЕ РЕЧИ / KEYWORDS:

empathy, teaching, learning, relationality, corporeality

ПРОЈЕКАТ / ACKNOWLEDGEMENT:

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