Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards deconstruction, to which I refer as 'witnessing'. I argue that what needs to be witnessed is the occurrence of deconstruction and, more specifically, the occurrence of metaphysics-in-deconstruction. The point of witnessing metaphysics-in-deconstruction (...) is affirmative: it is an affirmation of what cannot be conceived in terms of the system and yet makes this system possible. To the extent to which education is concerned with the 'coming into presence' of new beginners and new beginnings, it shares an interest with deconstruction. Through a discussion of the role of communication in education I indicate how we might witness the occurrence of deconstruction in education. Through this we may be able to identify openings that can become potential entrances for the coming into presence of new beginnings and new beginners. Such an engagement with Derrida's work is more than the application of 'his' philosophy to the 'field' of education and therefore also has implications for how we think of the very idea of philosophy of education. (shrink)

I argue that Husserl’s transcendental account of the role of the lived body in sense-making is a precursor to Alva Noë’s recent work on the enactive, embodied mind, specifically his notion of “sensorimotor knowledge” as a form of embodied sense-making that avoids representationalism and intellectualism. Derrida’s deconstructive account of meaning—developed largely through a critique of Husserl—relies on the claim that meaning is structured through the complication of the “interiority” of consciousness by an “outside,” and thus might be thought to lend (...) itself to theories of mind such as Noë’s that emphasize the ways in which sense-making occurs outside the head. But while Derrida’s notion of “contamination” rightly points to an indeterminateness of meaning in an outside, extended, concrete lived world, he ultimately reduces meaning to a structure of signification. This casts indeterminateness in terms of absence, ignoring the presence of non-linguistic phenomena of embodied sense-making central to both the contemporary enactivist program and to the later Husserl, who is able to account for the indeterminateness of meaning in lived experience through his distinction between sense and more exact linguistic meaning. Husserl’s transcendental theory of meaning also allows for a substantive contribution to sense-making from the side of the perceived object—an aspect missing from Noë’s account. Thus, in contrast to Derrida and to Noë, Husserl accounts for sense-making in terms of both the lived body and the lived world. (shrink)

Over the past 20 years, there has been a shift in history education away from a view of history as the pursuit of an objective, universal story about the past toward ‘historical consciousness,’ which seeks to cultivate an understanding of the past as something that makes moral demands on us here and now. According to Roger Simon, historical consciousness calls us to ‘live historically’ – to live in a particular kind of ethical relationship with the past. However, no matter how (...) much educators might believe in the importance of learning to live historically, if students do not see it that way, even the most thoughtfully designed program in history education will never get off the ground. This paper is an attempt to see whether the notion of ‘caring for the past,’ based on Nel Noddings' ethic of care, might help us begin to address the problem of moral motivation in educating for historical consciousness. (shrink)

This paper deals with Derrida's analysis of Kant's Critique of Judgment in his essay 'Economimesis'. I argue that Derrida's analysis of Kant's aesthetics can be used to describe the aporia within Kantian politics between rebellion and progressive revolutionary acts. The focus of my argument falls on examining how the recent debate over Derrida's ethics can be usefully considered from the background of this treatment of Kant. In particular, the analysis Derrida gives of Kant's aesthetics commits him to a series of (...) conceptual constraints that can be detected in his recent commentaries on 'forgiveness' and 'hospitality'. I suggest that these recent commentaries on political topics also depart from his earlier practice of ethics in 'Economimesis' as a 'witnessing' of the particular. This departure can be clearly seen once the Kantian background to Derrida's recent writing is set out. (shrink)

The article considers the relationships among three arguments that purport to establish the intrinsically contradictory or paradoxical nature of the modern project aiming at the equal consideration of all. The claim that the inevitable historical insertion of universal-egalitarian norms leads to always particular and untransparent interpretations of grammatically universal norms may be combined with the claim that the logic of determination of political communities tends to generate exclusions. The combination of these two claims lends specific force to the third argument (...) according to which equal consideration perpetually requires the non-egalitarian project of understanding individuals on their own terms. Hence, taking off from a recent debate between Christoph Menke and Jürgen Habermas, I argue that the former is right to diagnose an aporetic self-reflection in egalitarian universalism, while agreeing with the latter about the indispensability of deliberative democratic frameworks for the defence of both egalitarian and non-egalitarian norms. Key Words: Theodor Adorno • deliberative democracy • Jacques Derrida • egalitarianism • equality • Jürgen Habermas • Christoph Menke • singularity • universalism. (shrink)

Derrida argued at great length early on in his career that texts live on in the absence of their author. The question remains, however, of precisely how this survival takes place. In this paper I argue that the life of Derrida’s own œuvre is sustained through his particular practice of self‐inheritance. I justify this claim by focusing on one moment in the text Rogues: Two Essays on Reason, in which Derrida inherits from himself through self‐citation. In citing himself while at (...) the same time modifying his citation, Derrida sets into motion a deconstruction of his own text that he does not seem to anticipate. It is this movement of deconstruction that enables Derrida’s text to live on. (shrink)

Recent years have seen educationalists turning to Emmanuel Levinas when considering the relationship between ethics and education. While it is true that Levinas never speaks of ethics in relation to the practice of classroom education, nonetheless, for Levinas, ethics is a teaching, and learning can only take place in the presence of the Other. This book considers how, within the constraints of the Irish primary school education system, teachers can develop a Levinasian approach to teaching, that affords both them and (...) the children they teach multiple opportunities throughout the school day to take up their ethical responsibility for each other as Other. Beginning from a Levinasian understanding of learning and teaching as constituting primordially relational and ethical events, and weaving the philosophies of Levinas, and the educationalists he inspires, into the approaches of philosophy with children, restorative practice, and PAX, this book suggests a unique approach to ethics in Irish primary school classrooms. The focus of this thesis, then, is on both the philosophical underpinnings that anchor teaching as a Levinasian, and a consideration of what practical approaches could be employed by the Levinasian teacher. (shrink)

This thesis investigates a theoretical response to the question of what constitutes the political implications of the 2008 Global Financial Crisis. This thesis, working within the tradition of critical and cultural theory, undertakes a sustained engagement with the works of Jacques Derrida to theorise the traditions, norms, and practices that inform a response to an event such as the crisis of 2008. This thesis works with his proposals that: the spectre of its limitations haunts politics; that this has led to (...) the ‘deconstruction’ of the meaning of politics through complex textual frameworks; and that this dynamic leads to a tension between the arrival of new political possibilities on the one hand and new forms of political sovereignty on the other. After examining the significance of Derrida’s approach and secondary literature debating its interpretation, this thesis deconstructs the political implications of the crisis from politics in the traditional sense of the nationstate, the textual politics of scholarship, and finally the politics of the media, the domain, I argue, that incorporates the most discrete and sophisticated forms of sovereign decision-making. Finally, this thesis opens up its findings to secondary literature that suggest contrasting arguments. (shrink)

Looking at two well-known discussions of Kant’s discourse on friendship, namely, the second half of Doctrine of Virtue and his Lecture on Friendship, this paper traces the points of overlap and separation whereby, through the paradigm of friendship, the morals and politics of Kant’s discourse are reconsidered. In what follows, I will show first, how Kant’s theory of friendship plays a role in his conception of social relations and morality and second, how the nature of his concerns with friendship reveals (...) both an insistence on moral duties and, in the spirit of Derrida, a difficult, if not paradoxical, politicization of these same duties. In doing so, I argue that Kant’s ideas on friendship are part of a necessary yet irreconcilable tension between political and ethical obligations. Friendship is thought necessary for the well-being of political states at the same time that its instrumentalization undermines the heterogeneous nature of ethical responsibilities and the call to particularity which distinguishes it from other forms of associations. In the end, I argue that Kant’s theory of friendship is characterized by a fundamental ambivalence whose contradictions do not pave the way for new possibilities for association, community, nationhood etc., but only highlight its aporetic underpinnings. (shrink)

One way to characterise pragmatism is to see it as a philosophy that placed communication at the heart of philosophical, educational and political thinking. Whereas the shift from consciousness to communication can be seen as a major innovation in modern philosophy, it is not without problems. This article highlights some of these problems and suggests a way ‘forward’ by staging a discussion between pragmatism and deconstruction. Although there are striking similarities between pragmatism and deconstruction, it is argued that pragmatism and (...) deconstruction cannot sit as easily together as some authors assume. The reason for this is not that pragmatism and deconstruction are incompatible philosophies but rather that deconstruction occurs at the very heart of pragmatism. This implies that pragmatism can only retain its commitment to communication in philosophy, education and politics if it acknowledges and, in a sense, embraces the occurrence of deconstruction in communication. This suggests that the future of pragmatism as a philosophy for education o lies in its deconstruction, something which is expressed in the idea of a deconstructive rather than a deconstructed pragmatism. (shrink)

Through a re-articulation of Derridean différance, Bernard Stiegler claims that the human is defined by an originary default that displaces all psychic and social life onto technical supplements. His philosophy of technics re-articulates the logic of the supplement as concerning both human reflexivity and its supports, and the history of the différance of life itself. This has been criticised for reducing Derrida's work to a metaphysics of presence, and for instituting a humanism of the relation to the inorganic. By refuting (...) these claims, this article will show that Stiegler's doubling of différance enables him to articulate the human as constituted by both the individuation characteristic of ‘life’, and that of a technical, psychic, and collective individuation. Putting forward a reading of the logic of the trace in life, and emphasising the aspects of Leroi-Gourhan, Simondon, and Canguilhem that Stiegler uses in his reading of Derrida, I will demonstrate that the political stakes of adaption and adoption in his Noopolitics require this re-articulation of différance. Technics shapes the human future, arising from this differential mutation; marking the invention of the human as the site of the political. (shrink)

In this article, I rely both on Derrida's 1974 work Glas, as well as Derrida's 1971–72 lecture course, “La famille de Hegel,” to argue that the concept of the quasi-transcendental is central to Derrida's reading of Hegel and to trace its implications beyond the Hegelian system. I follow Derrida's analysis of the role of Antigone—or, as the lecture course has it, “Antigonanette”—in Hegel's thought to argue that the quasi-transcendental indicates a restriction of empirical difference into the transcendental, which is thereby (...) only ever provisionally transcendental. I then argue that the economy of difference indicated by the quasi-transcendental is neither a general economy, nor is it in each case singular, but rather it ambivalently oscillates between these two. Finally, I treat the temporality of the quasi-transcendental, arguing that the economy of difference indicated by the quasi-transcendental is not prior to the restriction of empirical difference, but is paradoxically produced by it by being retroactively constituted. I take up this analysis for the sake of describing what I contend is the quasi-transcendental structure of constitutive exclusion, a way of understanding the conceptual structure of political bodies, and the political structure of concepts. (shrink)

The article considers the relationships among three arguments that purport to establish the intrinsically contradictory or paradoxical nature of the modern project aiming at the equal consideration of all. The claim that the inevitable historical insertion of universal-egalitarian norms leads to always particular and untransparent interpretations of grammatically universal norms may be combined with the claim that the logic of determination of political communities tends to generate exclusions. The combination of these two claims lends specific force to the third argument (...) according to which equal consideration perpetually requires the non-egalitarian project of understanding (excluded) individuals on their own terms. Hence, taking off from a recent debate between Christoph Menke and Jürgen Habermas, I argue that the former is right to diagnose an aporetic self-reflection in egalitarian universalism, while agreeing with the latter about the indispensability of deliberative democratic frameworks for the defence of both egalitarian and non-egalitarian norms. (shrink)

In this paper I explore the connection between narrative ethics and the increasing emphasis on historical consciousness as a way to cultivate moral responsibility in history education. I use Timothy Findley’s World War I novel, The Wars, as an example of how teachers might help students to see history neither simply as a collection of artefacts from the past, nor as an effort to construct an objective view about what went on in those other times and places, but rather as (...) something that makes ethical demands on us here and now. Theoretically, this paper draws on Adam Zachary Newton’s conception of narrative ethics and Roger Simon’s conception of historical consciousness, both of which rest on the Levinasian themes of irreducible difference, the face, and subjectivity as a position of ethical responsibility to and for the other. (shrink)