Abstracts
Abstract
In this position paper, I argue that a focus on achieving and increasing social presence in online courses tends to derail a consideration of the ethical implications and dimensions of the essential facelessness of asynchronous education. Drawing upon the work of Emmanuel Levinas and Nel Noddings, who contended that the face is the basis of caring, ethical relations, I explore what it means for human relations, education, and society in general that learners increasingly come face-to-face with screens rather than with embodied, different others.
Résumé
Dans cet article, je prends position et soutiens que la volonté de mettre en place et d’augmenter la présence sociale dans les cours en ligne a tendance à nuire à une prise en compte des implications et dimensions éthiques de l’anonymat, lequel est inhérent à la formation à distance asynchrone. Pour ce faire, je me base sur les travaux d’Emmanuel Levinas et Nel Noddings, qui allèguent que le visage est à la base de relations éthiques et bienveillantes. J’explore la portée de ce concept en termes de relations humaines, d’éducation et de société en général, dans un contexte où les apprenants sont de plus en plus en relation avec des écrans plutôt qu’avec d’autres êtres humains.
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Appendices
Biographical note
Ellen Rose is a professor in the University of New Brunswick’s Faculty of Education, where she teaches courses in educational technology and instructional design. Her most recent book is On Reflection: An Essay on Technology, Education, and the Status of Thought in the Twenty-First Century.
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Appendices
Note biographique
Ellen Rose est professeur à la faculté de l’Éducation de l’University of New Brunswick. Elle y donne des cours portant sur les technologies éducationnelles et la conception pédagogique. Son ouvrage le plus récent s’intitule On Reflection: An Essay on Technology, Education, and the Status of Thought in the Twenty-First Century.