By Lydiah Nganga, John Kambutu (auth.), James D. Kirylo (eds.)

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Reading became liberated from print and placed into the problem of interpretation which made literacy an interpretive art. Freire led Britzman to the works of Herbert Marcuse, Erich Fromm, Hannah Arendt, Herman Melville, and others, thus leading to a world of literature (learning) and a deep abiding interest to the status of the conflict in education (Britzman, 2009a). Taking a psychoanalytical approach to education, Britzman explores how students live within a larger social context (school) that is often conflictive: communities, cultures, histories.

She additionally argues that this attitude goes against Jewish teachings that life is precarious and should be protected. In this case Israeli separatism has become a reconstruction of the ghetto rather than emancipation for the Jewish state. CONCLUSION What makes the world livable, according to Butler, is not a question exclusively for philosophers, but for everyone. As we consider a philosophy of life, we need to not only consider the ethical nature of our point of view and the power relationships involved, but also to be mindful of what is important, what is of value, what is just, and what it is that makes us human.

Uncertainty and unevenness; the wandering mind, the responsibility and the affective relationships constitute the essence of education. A teacher works with human minds, and she or he guides newcomers to a world which she or he has not created. This is an ethical dilemma of education, to be dependent on and responsible for an unknown (Britzman, 2003b; 2006; 2007; 2009b; 2011). In the end, Bitzman’s thought significantly contributes to our understanding of the complex world of teaching and learning.

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