ABSTRACT

I here explore how an ethics of rhythm can shed light on what promotes and inhibits recognition between people across our vulnerable lives, and the need for a renewal of the philosophy of pedagogy. I argue that philosophy itself has contributed to a certain oblivion regarding how we follow and create rhythmic societies, the need for a more profound and fine-tuned listening attitude as a philosophical-ethical marker, using among others Barthes concept of rhuthmos, Kierkegaards concept of repetition, Herbart’s concept of pedagogical tact and Kristeva’s existential relationship. What forms of imposed rhythms of life can be said to cast light on new ways of living together today? I argue that rhythms affect, shape and set boundaries for interpersonal relationships. Moreover, that they serve as incentives for an ethic, or better; as views, perspectives and concepts to think with when describing the rhythm of the Anthropocene.

摘要

我在这里探讨了节奏伦理如何能够阐明在我们脆弱的生活中促进和抑制人们之间的认可的因素，以及更新教育哲学的必要性。我认为哲学本身已经促成了我们如何遵循和创造有节奏的社会的某种遗忘，需要一种更深刻和微调的聆听态度作为哲学伦理标记，其中使用巴特的 rhuthmos 概念，Kierkegaards 的概念重复、赫尔巴特的教学机智概念和克里斯蒂娃的存在关系。什么形式的强加的生活节奏可以说为当今共同生活的新方式提供了启示？我认为节奏会影响、塑造和设定人际关系的界限。此外，它们可以作为道德或更好的激励；作为观点，