Aesthetics and the paradox of educational relation

The paper establishes the principle of 'back-formation' of artistic creation, the process by which artists realise in their work a theme or motif that had not been previously intended bur is brought into being as the,York comes to fruition. The authors suggest that reaching also should be guided by this principle. To solve the inherent problem of power imbalance in teaching, they appeal to Bakhtin's recourse to aesthetical judgment in addressing relational issues. Gadamer's rehabilitation of prejudices shouts that not only is an ethics of relation worked out as an aesthetic practice, but also that aesthetic practices are worked out within an ethics of relation.