This chapter engages Heidegger’s notion of caring-for-others to consider what it means to care authentically for young students who are struggling to engage in their professional education. While care is commonly understood as an emotive or cognitive state, from Heidegger’s perspective, caring for students is expressed in human action. In “Being and Time”, Heidegger examines how humans care for one another in variable ways in the course of everyday life and distinguishes between “inauthentic” and “authentic” modes of caring. The author critically builds upon Heidegger’s underdeveloped analysis, which articulates a binary between “leaping in” for others (inauthentic modes), and “leaping ahead” of others (authentic modes). From within this conceptual binary, the author argues that authentic care could be mistaken for the educator’s capacity to somehow always care for students in leaping ahead modes, and that such a view leaves little room for the possibility of pedagogic situations that sometimes call educators to leap in for students. Drawing on an Australian youth work lecturer’s story about her experience caring for a student, the author shows how any authentic caring on the educators’ part is predicated on students leaping ahead of themselves, toward their own futural selves as caring professionals in the world.
Spier, J. (2019), "Authentic Caring: An Australian Experience", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17), Emerald Publishing Limited, Leeds, pp. 31-40. https://doi.org/10.1108/S2055-364120190000017003
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