INTERPRETĂRI FENOMENOLOGICE ALE PRIVIRII ÎN E-LEARNING
PHENOMENOLOGICAL INTERPRETATIONS OF GAZE IN E-LEARNING.

Author(s): CRISTINA URSU
Subject(s): Social Sciences, Education, Educational Psychology, Distance learning / e-learning, Pedagogy
Published by: Editura Eikon
Keywords: eye contact; distance; phenomenology; gaze; ethics; formal education;
Summary/Abstract: In this analysis, we investigate whether the gaze is a simple ocular act or whether the eyes translate it, like a screen, into a two-sided act of subjectivity in relation to the Other. This can induce anxiety and shame in the disintegration of one's own universe, as highlighted by Sartre (eyes peering through the door frame, for fear of being seen in embarrassing poses); it can "touch" what it sees, taking place in a space of tangibility, as a palpation according to Merleau-Ponty; or it can be a call from the limits of the ego to the infinity of the Other, within an ethically grounded framework, as argued by Levinas. In the context of formal distance learning sessions, the act of looking is mediated by the webcam's "eye" – the webcam's pupil takes the place of the direct gaze, manifesting certain influences to both sides, observable in perspective. The teacher directs the gaze to the center of the frame, the circular center of the webcam which assimilates and transposes it onto the student's screen. The latter receives it in the absence of optical reciprocity, creating a unique situation where we look from one point on the screen, but are observed from all sides.

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