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Confrontations: Derrida/Heidegger/Nietzsche

Stanford, Calif.: Stanford University Press (1991)

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  1. Derrida, Pedagogy and the Calculation of the Subject.Michael A. Peters - 2003 - Educational Philosophy and Theory 35 (3):313-332.
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  • Reconsidering the will to power in Heidegger's ‘Nietzsche’.Catherine F. Botha - 2016 - South African Journal of Philosophy 35 (1):111-120.
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  • Heidegger's threshold: philosophy of environment and education.Frances Ruth Irwin - unknown
    The consumerist lifestyle of modernity has had a detrimental impact on the environment. In part, this is supposed by the traditional philosophical conceptualisation of subjectivity, which privileges human subjects from surrounding objects. Concern over our attitude to the environment has been present from the beginning of civilisation and particularly since the emergence of the industrial revolution. This thesis traces a genealogy of these concerns, from the Romantics, to 20th century philosophers such as Heidegger, through the political movements of the 1960-1980s (...)
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  • Nietzsche, poststructuralism and education: After the subject?Michael Peters - 1997 - Educational Philosophy and Theory 29 (1):1-19.
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  • The Problem of Critique: Triangulating Habermas, Derrida, and Gadamer Within Metamodernism.Stephen M. Feldman - 2005 - Contemporary Political Theory 4 (3):296-320.
    This essay argues that Hans-Georg Gadamer's philosophical hermeneutics, Jürgen Habermas's communication theory, and Jacques Derrida's deconstruction all fit together within one philosophical paradigm: metamodernism. Metamodernism, as defined, is opposed to both modernism and radical forms of postmodernism. Within metamodernism, a political conundrum provides the key clue for understanding the relations among Gadamer, Habermas, and Derrida as well as for elaborating the contours of the paradigm. Specifically, the political implications of the three philosophies are intransitive: they seem to shift around rather (...)
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