The Role of Moral Anthropology in the Development of Social Skills: A Case Study Based on the Theories of Georges Bataille and Emmanuel Levinas

Abstract

In today’s world, where ethical and social challenges have become increasingly complex, educational systems require programs that not only focus on the transmission of knowledge but also prioritize the cultivation of moral virtues and social skills. Teaching ethical behaviors to individuals is of great importance and represents one of the effective approaches for developing social skills and strengthening social interactions among members of society. The present article examines the views and perspectives of two of the most prominent philosophers of the modern Western era, namely the theories of Georges Bataille and Emmanuel Levinas, regarding ethical issues. Among the comparative study methods, George Bereday’s method—comprising four stages of description, interpretation, juxtaposition, and comparison—has been employed (Bereday, 1964). The analysis of the findings indicates that, in general, both philosophers regard the human being as an ethical entity, and every ethical individual exists in relation to the “Other” and to the “community.” However, they also differ in certain respects; Levinas argues that without the existence of the “Other,” ethics loses its true meaning, because ethical concepts are among those that acquire meaning and reality within the human relationship with the “Other,” and he places greater emphasis on the positive aspects of human nature, particularly moral and social dimensions. In contrast, Bataille emphasizes the individual dimension of the human being in relation to ethical issues.