NARRATIVE IDENTITY IN EDUCATIONAL RELATIONSHIPS: PROMISE, SOLICITUDE AND GIFT/Identidad narrativa en la relación educativa: promesa, solicitud y don

• Published in: Teoría de la educación 2022-01, Vol.34 (1), p.125
• Main Authors: Aponte, Rodrigo Moreno, Merino, Eduardo S. Vila
• Format: Article
• Language: English
• Subjects: Ricoeur, Paul
• ISSN: 1130-3743
• DOI: 10.14201/teri.26397

This article proposes the possibility of relating Paul Ricoeur's philosophical proposal on the self with the ethical experience of education. The starting point is a narrative identity that is constructed in the midst of a scenario in which the subject changes as they develop (ipse identity), as opposed to a fxed, immutable identity (idem identity). On this narrative plane, education is presented as a space for dialogue where the experience of the educator and the learner take on particular relevance. From here, the text turns to the concepts of solicitude, promise and gift, which have recognition and mutuality between the self and the other at their very heart. Solicitude, as an ethical relationship, does not expect any recognition of the self by the other. Any movement from the self to the other implies an implicit mutuality that involves giving without expecting a response. The synthesis of these concepts leads to the possibility of a pedagogy of ipseity. Here, the relationship between educator and learner coalesces in mutual recognition through the development of their narrative identity. The educational relationship takes place in the midst of the solicitude that the self makes to the other. Education, as seen from the solicitude in the construction of the ipse identity, allows us to see the school experience as something unfnished and in constant change. Mutuality in the school favours the exchange of gifts. A narrative perspective mediated by mutual recognition is therefore a propitious place for the ethical event of alterity in the educational action.