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Argues that careful reading and critical rigor are paired with openness to the text as an experience that supports democratic citizenship and educated humanism. Uses Buber’s autobiographical self-description and concepts of relation, empathy, and “human listening” to address classroom practice, including how the Bible can be taught to avoid detachment and foster direct dialogue with the spoken word.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-winterspring-2007-special-section-empathy-and-ethics-ethics-interpretation-and-pedagogy-martin-buber-and-the-undergraduate-literature-classroom/597824/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"SANS","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"How does the author link ethics to literary interpretation in the classroom?","Question",{"text":106,"@type":107},"By treating interpretation as a prerequisite for democratic citizenship and as a route to educated humanism, then using literature as a serious entry point into ethical questions about human life.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What classroom approach does the author propose using Martin Buber?",{"text":111,"@type":107},"The author frames classroom discussion through Buber’s work, emphasizing his ideas about relations among humans and his pragmatic literary criticism—how texts work, how to approach them, and how they affect readers.",{"name":113,"@type":104,"acceptedAnswer":114},"Why does the author address teaching the Bible in relation to Buber?",{"text":115,"@type":107},"Because students may respond with detachment—treating scripture as an object rather than engaging it directly—so the teaching should encourage risky, dialogical engagement with the text as spoken word.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},597824,1792085776,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":29},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The CEA Forum  \nWinter/Spring 2007: 36.1  \nSPECIAL SECTION: EMPATHY AND ETHICS  \nETHICS, INTERPRETATION, AND PEDAGOGY: MARTIN BUBER AND THE UNDERGRADUATE LITERATURE CLASSROOM  \nSpencer Dew  \n“I am no philosopher, prophet, or theologian,” said Martin Buber, widely recognized as a philosopher and theologian, frequently lauded as a prophet, at a celebration of his 80th birthday. He identified himself, rather, as“but a man who has seen something and who goes to a window and points to what he has seen”(Meetings 8) . Such a careful autobiographical act, that statement! It is a rhetorical masterstroke, providing at once a humbly aggrandizing self-conception of identity, a metaphoric analogue for the work itself in both content and form, and, ultimately, an image of pedagogy.  \nThe last is of particular use for us, people who care deeply about reading—people who take the act of reading and texts themselves seriously, who locate in critical interpretive ability the necessary precondition of democratic citizenship as well as a basis for the sort of educated humanism of which we are representatives and guards. We care deeply about passing on this passion, this recognition of the importance of the act of reading, its pleasures and responsibilities. We spend our careers struggling, in this way, to point toward what we have seen and continue to see.  \nTo offer, at the outset, my own brief autobiographical exposition: I was hired three years ago to adjunct several introduction to philosophy classes which I approached as introductions to interpretation, to thinking critically about the work of rhetoric in texts, the mechanics of persuasion. When I was hired to teach introduction to ethics, I structured the class not around a survey of the field but something I considered to be more “practical,”the issue of how the reading of texts informs our relations as human beings. Relation to the other, representation as a way of making things immediate or mediated, the issue of empathy: these I took to be  \ncentral to any consideration of ethics, and I pursued direct, serious engagement with literature as a worthy introduction to ethics, and, indeed, to any question of the human.  \nIn these classes, I have made the work of Martin Buber a sort of theoretical frame through which to begin discussion. This work not only lays out explicit ideas on relations between humans but also a pragmatic literary criticism, an approach to how texts work, how we should approach them, how they affect us. Buber's project has been called “training for human listening,” and this, surely, describes the ideal of undergraduate education. I want to sketch some thoughts here on the use of Buber in the classroom—first discussing Buber as reader/translator of the Bible and then the basics of his text I and Thou in terms of both content and technique—and, by way of these reflections, some thoughts about the intersection between literature and ethics.  \nI assume we share, as members of this society and readers of this journal, a belief in the usefulness of criticism, even a dual necessity of rigorous analytical reading—aware of political subtexts for instance—yet also a stance open to the wonder of the text, its effervescence, reading as an experience in itself. Moreover, I assume that we spend time standing in front of classes that are unfamiliar with literary criticism, its lineages or jargon. Rhetoric is a word I have to write on the dry erase board and define; jouissance is one, for perhaps lamentable but pragmatically defensible reasons, I avoid. Part of this assumption is that there are certain essential ideas about how language and texts work that need to be introduced and repeatedly reviewed. The risk of taking anything for granted is that our students will take it for granted, too.  \nAs a religionist by training and located at a small Catholic school, my only reluctance about mentioning the Bible is that my students will respond in precisely the fashion Buber identified as p","cbCaimuZxpoX1DAc","https://ap.wps.com/l/cbCaimuZxpoX1DAc","pdf",28937,"English","# SPECIAL SECTION: EMPATHY AND ETHICS\n## ETHICS, INTERPRETATION, AND PEDAGOGY: MARTIN BUBER AND THE UNDERGRADUATE LITERATURE CLASSROOM","[{\"question\":\"How does the author link ethics to literary interpretation in the classroom?\",\"answer\":\"By treating interpretation as a prerequisite for democratic citizenship and as a route to educated humanism, then using literature as a serious entry point into ethical questions about human life.\"},{\"question\":\"What classroom approach does the author propose using Martin Buber?\",\"answer\":\"The author frames classroom discussion through Buber’s work, emphasizing his ideas about relations among humans and his pragmatic literary criticism—how texts work, how to approach them, and how they affect readers.\"},{\"question\":\"Why does the author address teaching the Bible in relation to Buber?\",\"answer\":\"Because students may respond with detachment—treating scripture as an object rather than engaging it directly—so the teaching should encourage risky, dialogical engagement with the text as spoken word.\"}]","The CEA Forum - Winter/Spring 2007 - SPECIAL SECTION: EMPATHY AND ETHICS - ETHICS, INTERPRETATION, AND PEDAGOGY: MARTIN BUBER AND THE UNDERGRADUATE LITERATURE CLASSROOM | PDF"]