The Concept of Responsibility in the Thought of Martin Buber

Vogel, Manfred H.

doi:10.1017/s0017816000004107

Cited by 6 publications

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“…What marks out the relations of mutuality and exchange in Buber's work is his idea of responsibility, a radical re‐understanding of the notion of accountability. Responsibility is the fundamental ethical relation embedded in the I‐Thou relationship; moreover, since this ontological relation is universal, so is responsibility (Vogel, ). It is in our living with each other, and our being in a reciprocal relationship of responsibility for the other, that we encounter each other through dialogue.…”

Section: Buber: Responsibility and The ‘Life Of Dialogue’mentioning

confidence: 99%

Higher Education, Collaboration and a New Economics

Fulford¹

2015

Journal of Philosophy of Education

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In this article I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the 'collaborative commons'. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as 'pro-sumers'. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of capitalist markets, from publishing to the music industry. In asking how education is situated in relation to the collaborative commons, I consider the growth in technology-driven, cost-negative services as a response to the current market in higher education. This raises the issue of what we mean by 'collaboration' in the university, and how this might be different from, for example, cooperation or teamwork. In seeking to provide a richer conception of collaboration in higher education, I look to Martin Buber's concept of the relational act and the life of dialogue, and to some of the seminal work of Ronald Barnett on the philosophy and economics of higher education. The article suggests that these concepts afford a new perspective on collaboration that amount to a new economics for education. Such economics require a radical shift in how we perceive the role of responsibility, reciprocity and the educative possibilities of conversation.

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Section: Buber: Responsibility and The ‘Life Of Dialogue’mentioning

confidence: 99%

Higher Education, Collaboration and a New Economics

Fulford¹

2015

Journal of Philosophy of Education

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“…Indeed, the specialist educator, by separating themselves and their education from the world, forms a barrier to the very world that their presence should guide the young towards. Buber's rejection of individualism in education is thus rooted in the educational and ontological significance of mutuality, in the being of the I that can emerge only where there exists a Thou for it to be in relation with (Vogel 1970;Cohen 1979;Shady and Larson 2010).…”

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confidence: 99%

Martin Buber's concept of inclusion as a critique of special education

Veck

2013

International Journal of Inclusive Education

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Martin Buber offers an account of a tendency towards polarisation in responses to the perplexing question of inclusion in education. On the one hand, the educator can be identified as one who includes what is present and becoming within individual young people in isolation from the world. On the other hand, the educator can be recognised as one whose life is dedicated to including young people into the world who have been moulded to conform to established ideals. The influence of these two, divergent but equally flawed, ways of viewing the educator's responsibility to include the young into education is detectable in much current policy and theory that promotes the case for special education. In his rejection of both these views of the educator, Buber envisions a relationship in education that is established neither solely for the sake of the newness of child nor entirely for the preservation of the world. Instead, Buber addresses the living responsibility of an educator who attends to the young and responds to the vastness of creation they represent. The depths of Buber's concept of inclusion are examined and presented as a corrective to the technicalism of special education policy and theory, in which relationships between educators and the young are demarcated by the scope of pre-established and categorised needs.

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Towards a Changed View on Crafts and Materiality: An Introduction

Groth

Fredriksen

2022

Expanding Environmental Awareness in Education Through the Arts

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The Concept of Responsibility in the Thought of Martin Buber

Cited by 6 publications

References 0 publications

Higher Education, Collaboration and a New Economics

Higher Education, Collaboration and a New Economics

Martin Buber's concept of inclusion as a critique of special education

Towards a Changed View on Crafts and Materiality: An Introduction

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