Journal of Transformative Praxis

Ethics As the First Philosophy: Implications for Transformative Praxis
Niroj Dahal 1 * , Bal Chandra Luitel 1
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1 Kathmandu University School of Education, Lalitpur, Nepal* Corresponding Author
Editorial

Journal of Transformative Praxis, Volume 6, Issue 1, June 2025, 1-8

Publication date: Jun 30, 2025

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How to cite this article
APA
In-text citation: (Dahal & Luitel, 2025)
Reference: Dahal, N., & Luitel, B. C. (2025). Ethics As the First Philosophy: Implications for Transformative Praxis. Journal of Transformative Praxis, 6(1), 1-8.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Dahal N, Luitel BC. Ethics As the First Philosophy: Implications for Transformative Praxis. Journal of Transformative Praxis. 2025;6(1):1-8.
AMA
In-text citation: (1), (2), (3), etc.
Reference: Dahal N, Luitel BC. Ethics As the First Philosophy: Implications for Transformative Praxis. Journal of Transformative Praxis. 2025;6(1), 1-8.
Chicago
In-text citation: (Dahal and Luitel, 2025)
Reference: Dahal, Niroj, and Bal Chandra Luitel. "Ethics As the First Philosophy: Implications for Transformative Praxis". Journal of Transformative Praxis 2025 6 no. 1 (2025): 1-8.
Harvard
In-text citation: (Dahal and Luitel, 2025)
Reference: Dahal, N., and Luitel, B. C. (2025). Ethics As the First Philosophy: Implications for Transformative Praxis. Journal of Transformative Praxis, 6(1), pp. 1-8.
MLA
In-text citation: (Dahal and Luitel, 2025)
Reference: Dahal, Niroj et al. "Ethics As the First Philosophy: Implications for Transformative Praxis". Journal of Transformative Praxis, vol. 6, no. 1, 2025, pp. 1-8.
ABSTRACT
This editorial explores the ethics of first philosophy, examining its transformative implications for educational praxis within contemporary learning communities. Drawing from phenomenological traditions and critical pedagogy, we argue that positioning ethics as the foundational philosophical stance fundamentally reconceptualizes the relationship between self and Other in transformative learning contexts. This reconceptualization challenges traditional ontological and epistemological frameworks that have historically privileged being over ethical responsibility. Through a critical examination of community-oriented pedagogical approaches, we demonstrate how the primacy of ethics transforms educational encounters into spaces of infinite responsibility toward the Other. The editorial analyzes the processes of "othering" and their implications for inclusive educational practices, proposing that genuine transformative learning emerges when educators and learners embrace their fundamental ethical obligation to foster authentic human relationships. We contend that community-based educational approaches, when grounded in ethics as first philosophy, create possibilities for genuine transformation that transcends individual learning toward collective flourishing. The editorial offer spaces further by articulating a vision of transformative praxis that prioritizes ethical responsibility as the cornerstone of meaningful educational change, offering practical implications for educators, policymakers, and community leaders committed to fostering just and inclusive learning environments. The editorial concludes by offering synopsis of the articles features in volume 6 issue 1.
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