Attentive Caring: On Coming into Presence Within Pedagogical Encounters
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In this chapter, I focus my attention on Selma Sevenhuijsen’s (2018) explication of attention vis-à-vis an ethic of care. Following Sevenhuijsen, a care ethicist, pedagogical encounters would be unthinkable without attention. In all four notions of caring discussed in the previous chapter (i.e. caring about, taking care of, care-giving and care receiving), the idea of attention was prominent, in the sense that caring cannot exist without the practice of attending to oneself and others. Sevenhuijsen’s claim is that ‘practising active attention starts with our self, with a willingness to reflect on our own actions and reactions, with the intention to improve the quality of our caring interactions with others’ (Sevenhuijsen, 2018: 3). It is such a self-activity of attentive caring that I shall discuss in relation to pedagogical encounters.
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