The interface of the other: ethicality of online education from the teacher's perspective
Castillo, Katja; Kekki, Minna-Kerttu (2025-03-01)
Oxford University Press
01.03.2025
Katja Castillo, Minna-Kerttu Kekki, The interface of the other: ethicality of online education from the teacher’s perspective, Journal of Philosophy of Education, Volume 59, Issue 2, April 2025, Pages 372–387, https://doi.org/10.1093/jopedu/qhaf014
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© The Author(s) 2025. Published by Oxford University Press on behalf of Philosophy of Education Society of Great Britain. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
https://creativecommons.org/licenses/by/4.0/
© The Author(s) 2025. Published by Oxford University Press on behalf of Philosophy of Education Society of Great Britain. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202504152664
https://urn.fi/URN:NBN:fi:oulu-202504152664
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Abstract
In this article, we investigate the ethical conditions of online education by extending Levinas’ concept of the ‘face’. Considering the ‘face’ of the other raises the question of what it is we see when communicating online—is it the face of the other, or something else? How does this perception constitute the other for ‘me’? Can we access the ethical dimension of experience in online communication? To describe the ‘face’ we encounter in online educational settings, we introduce the concept of ‘interface’: the presentation of the other in something other than their body. We argue that in online settings, the interface becomes the entry point for ethical pedagogy. Importantly, we do not argue that online teaching is preferable to other forms of teaching. Instead, we aim at sharpening the view of the limits and possibilities of online teaching.
In this article, we investigate the ethical conditions of online education by extending Levinas’ concept of the ‘face’. Considering the ‘face’ of the other raises the question of what it is we see when communicating online—is it the face of the other, or something else? How does this perception constitute the other for ‘me’? Can we access the ethical dimension of experience in online communication? To describe the ‘face’ we encounter in online educational settings, we introduce the concept of ‘interface’: the presentation of the other in something other than their body. We argue that in online settings, the interface becomes the entry point for ethical pedagogy. Importantly, we do not argue that online teaching is preferable to other forms of teaching. Instead, we aim at sharpening the view of the limits and possibilities of online teaching.
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