ABSTRACT
In this chapter we explore in more detail the concepts, images and practices of what we have termed a ‘pedagogy of listening’, an approach to pedagogy that is inscribed with the ethics of an encounter. The term ‘pedagogy of listening’ is not original. It comes from Reggio Emilia, and we shall make frequent reference in this chapter to the
pedagogical ideas and practices of this Italian city, including how they understand ‘listening’ – which has much in common with Readings’s discussion of ‘listening to thought’. We end on the subject of thought, when we open up to the ideas of Gilles Deleuze who, we believe, may provide important new directions for pedagogical work, but who shares an ethical perspective that foregrounds the importance of otherness.
