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Curriculum*-in-the-Making

A Post-constructivist Perspective

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Wolff-Michael Roth

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.
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Chapter 7. From Response-ability to Responsibility

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·  7  ·

FROM RESPONSE-ABILITY TO RESPONSIBILITY

We call forth, and are ourselves summoned by, the words of others. (Holquist, 1990, p. xliv)

[T]he summons is understood only through the response and in it. (Chrétien, 2007, p. 39)

One cannot separate response from responsibility. (p. 3) Source also Chrétien

[T]he one has no sense other than the-one-for-the-other: the diachrony of responsibility constitutes the subjectivity of the subject. (Levinas, 1971, p. 45)

Constructivist epistemologies focus on ethics as a system of values in the mind – even when previously co-constructed in a social context – against which social agents compare the actions that they mentally plan before performing them. This approach is problematic, as it forces a wedge between thought and action, body and mind, universal and practical ethics, and thought and affect. I develop and exemplify in this chapter a post-constructivist discourse on ethics that centers on the dialogical relation of participants in conversation. This discourse overcomes the problems of the constructivist approach. The practical ethics emerge from this approach is consistent with the dialectical (dialogical) conception of ← 141 | 142 → the world-as-event. I conclude by suggesting that the Saying constitutes a dialectical/dialogical paradigm of a post-constructivist ethics. The Saying inherently is a micro-event*-in-the-making, and we will not know while listening what will have been said when the Saying has come to its end. The Saying therefore is an appropriate figure that goes with all other figures in...

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