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Aslanimehr, Parmis

University of British Columbia

The state of exile can send individuals to carry a sense of perpetual separation within, its intricacies concealed. This dissertation discusses the notion of exilic subjectivity, a hidden facet of the self ineffable to both the Other or oneself, causing a distance between self-comprehension and external perception. When certain experiences defy complete understanding, such particularities may seldom surface, serving as a monologue to oneself. This poses a challenge to the theory of recognition, positing that self-understanding is achieved through dialogue and encounters involving Others. Recognizing and understanding one’s particularities may be a difficult task, compounded by the interplay of the self’s fixed, hidden, and becoming particularities. The following embarks on an exploration of exile from a subject-oriented point of view, emphasizing the transformative effects of such migratory subjectivity and its implications for recognition theory. It engages with interlocutors like Georg Wilhelm Friedrich Hegel, Charles Taylor, and Axel Honneth, who highlight recognition’s ethical and political dimensions concerning exilic subjectivity. In addition, it examines the writings of contemplative thinkers like Søren Kierkegaard and poet Rumi, who raise questions about recognition beyond dialogic frameworks by speaking to the silences placed within the self. Through a phenomenological lens, the text investigates “seeing” the Other and the potential for misrecognition of an individual’s innermost depths. These insights find resonance in the classroom setting, where even amid academic success and collaborative learning, a chasm may persist, isolating students from each other. As the self dwells in the uneasiness of estrangement, the discussion explores the value in bringing the ownership of silence and inwardness into the classroom. Dissecting a reliance on vision, the following suggests that educators may also prioritize attentive listening to students’ diverse needs and experiences. It argues for a sensitivity that fosters self-reflection, creating a climate where subjectivities of exile serve as bridges to community. By turning inward, individuals may craft a sanctuary within, transforming the pain of exile into a source of solace. This process nurtures a detached perspective, enabling the possibility of recognizing the convergence of familiarity and strangeness before and within oneself.

Text

2024-01-04

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/87063

Human Development, Learning, and Culture

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/