In this paper we consider some of the problems inherent in the attempt to define and circumscribe an exclusively ‘educational love’, as presented by Joris Vlieghe and Piotr Zamojski in a recent paper for this journal. In seeking to move beyond the confusing interpersonal relations involved in student‐centred discourses on teaching, the authors aim to articulate an ‘educational love’ that is more oriented towards subject matter than the student subject. In the process, the concept of love itself becomes increasingly abstract and open to interpretation. Further, the attempt to reconcile these elements in an uncomplicated ‘love for the object’, following the example of Alain Badiou's St Paul, constitutes an injustice to the other subjects—the students—involved in the teaching situation. We consider the ways in which such abstractions might sit with student teachers, to demonstrate how and why the intersubjective dimension—with some of the possible emotive messiness that is implied therein—must not fade from view, if we are to avoid conceiving of education as something that can be purified of individual interest, motivation and desire.

中文翻译：

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出于对任何事物的爱？对Vlieghe和Zamojski的一些教学问题的回应是面向对象的“教育之爱”

在本文中，我们考虑了试图定义和限制“教育之爱”的固有问题，这些问题是由Joris Vlieghe和Piotr Zamojski在最近为该杂志撰写的论文中提出的。为了超越以学生为中心的教学讲解中令人困惑的人际关系，作者的目的是表达一种“教育之爱”，这种“教育之爱”比学生科目更侧重于科目。在这个过程中，爱的概念本身变得越来越抽象，并易于解释。此外，以阿兰·巴迪乌（Alain Badiou）的《圣保罗》为例，试图以一种简单的“爱对象”的方式调和这些要素，对参与教学环境的其他学科（学生）构成了不公。