Can There Be a Recourse to a Philosophy of Love? A Confronting Question at the Heart of a Poor Pedagogy

Orih, Dominic (2022) Can There Be a Recourse to a Philosophy of Love? A Confronting Question at the Heart of a Poor Pedagogy. Interchange, 55. pp. 599-617.

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The question of love and its place in pedagogy has brought diverging views and disagreement. It would appear to be creating more problems than it solves. On one hand, the contention lies on the discussion of love as something extraneous to our being by using an either-or approach. On the other hand, it lies on the understanding of love as something bereft in our shared human experience especially in moments of suffering. These problematic approaches have led to disagreements among those who subscribe to the place of love in pedagogy and those who propose that love does not have any place in education. I hereby propose an alternative approach; one that encourages willing the good of the other for the other. If all educational endeavours and all the opposing positions on love and its place in pedagogy is done based on promoting the good of the other, then love is essentially and existentially integral in education because love is for the good of the other. This became apparent to me through a ‘poor pedagogy’ that opened the door for a transformative learning curve. I explored this insight philosophically through a discussion of the Socratic way that shaped the ancient Greeks’ understanding of love and education. I relate this understanding to my personal teaching experience and then examine the implication of love for education as something that influences positively the educational experience of both teachers and students in their pursuit of the highest good, manifesting in the reward of love as love.

Item ID: 76578
Item Type: Article (Research - C1)
ISSN: 1573-1790
Keywords: Love and education, Pedagogy, Philosophy of love, Poor pedagogy, Socratic way, The good of the other
Copyright Information: © The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit
Date Deposited: 07 Mar 2023 23:48
FoR Codes: 50 PHILOSOPHY AND RELIGIOUS STUDIES > 5003 Philosophy > 500399 Philosophy not elsewhere classified @ 60%
39 EDUCATION > 3901 Curriculum and pedagogy > 390199 Curriculum and pedagogy not elsewhere classified @ 40%
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