ABSTRACT The centrality of learners and their learning in contemporary educational discourse and practice, seems to suggest that the self of the student should be at the heart of the educational endeavour. This is not just an educational programme, but actually an expression of a particular way of thinking about human beings and their position in the world; a way of thinking which, after Levinas, I characterise as egological. In this paper I explore an alternative approach that centres on the suggestion that everything begins with what is given to us, rather than what is claimed, constructed or interpreted by us. I explore this philosophically through a discussion of ideas from Jean-Luc Marion around the phenomenon and phenomenology of ‘giveness’. I connect this to a critical discussion of the role of learning in education and explore three ways in which teaching manifests itself as a gift that occurs beyond learning.

中文翻译：

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教学的三件礼物：迈向德育的非自我未来

摘要 学习者及其学习在当代教育话语和实践中的中心地位似乎表明，学生的自我应该是教育努力的核心。这不仅是一个教育项目，而且实际上是对人类及其在世界上的地位的特定思考方式的表达；一种思维方式，在列维纳斯之后，我将其描述为自我论。在这篇论文中，我探索了另一种方法，该方法的中心是一切都始于我们所给予的，而不是我们声称、构建或解释的。我通过对让-吕克·马里昂 (Jean-Luc Marion) 围绕“给予”的现象和现象学的思想进行讨论，从哲学上探讨了这一点。