Critical Study of the Growth Model Characterized by “Redoing”: Focusing on the Problem of Self-contradiction in the Educational Theory of the Other

<p>　The theory of the other in educational studies has shown the limits of the awareness of teachers and, considering these limits, has presented the importance of tolerance to others. This theory has clarified what the other is in the educational relationship between teachers and learners, and has explored the possibility that a teacher can respect the otherness of a student. The theory has thus created a new growth model for teachers, characterized by “redoing.” However, this new growth model has a problem deriving from the educational theory of the other: the problem of self-contradiction between the content and the method. This self-contradiction can strengthen the centeredness of the subject, which the theory of the other in educational studies attempts to criticize. Therefore, the purpose of this paper is to present a way to overcome the problem of self-contradiction in the educational theory of the other. The first section, after the overview of the development of the theory and its characteristics, considers the problem of self-contradiction. In order to analyze it in detail, the second section focuses on the subject formation theory of Judith Butler. Her theory is an important hint for this article, because it addresses the same issues as the criticism of the theory of the other in educational circles. The consideration of her theory shows the importance of recognizing the limits of our awareness and, at the same time, the difficulty of discussing them. Butler suggests that the assertion of the importance of recognizing the limits of our recognition results in the claim that we need to acquire more powerful awareness capacity, and in narcissism. In order to avoid the latter, she introduces the hyperbolic character of her statement, based on Lévinasʼs writings. The third section clarifies the function and the purpose of the hyperbole that Lévinas adopts. It is argued that hyperbole has critical and reflexive functions. Lévinasʼ method of hyperbole makes readers reflect on their existing framework of awareness. In addition, it lets readers detect an orientation toward the Other which they had not sensed before. The fourth section clarifies the limits of the growth model characterized by “redoing” and the way to overcome the problem of self-contradiction in the educational theory of the other. The theory must have not only a literal meaning, but also a performativity that allows readers to sense an orientation toward the Other and to reawaken and exercise vigilance against narcissism.</p>