This article contests the division that, up to now, has characterized the two fundamental approaches to the philosophy of Alain Badiou. The first concentrates its attention upon the domain of being and being-there, while the other is concerned with the event and the retroactive coming-to-be of truths. As a matter of fact, it argues that this division misses Badiou’s core proposal: his attempt to renovate materialistic dialectics in order to account for the emergence of novelty in a divided situation. -/- (...) With this context in mind, the focus of the paper is Badiou’s uninterrupted confrontation with Hegel as the source of the most important concepts that build up his post-dialectical dialectics, even after the so called ‘mathematical turn’, that is to say, the notions of scission and subject. Hence, it analyses these categories as they first appear in Théorie du sujet’s dialectics between algebra and topology. Secondly, it explores how they are transposed in L’Être et l’événement, emphasising the latter’s profoundly dialectical articulation notwithstanding its overly structural and potentially misleading orientation. Thirdly, it tries to underline how Logiques des mondes supplements this one-sidedness with the topological approach of a (new) theory of the subject, where Théorie du sujet represents the ‘vanishing mediator’ between the two tomes of Badiou’s magnum opus. Finally, it concludes that Badiou finds in Hegel a doctrine of the event, motivated by the creation of a new figure of man against those of reaction and obscurantism that dominate modern democratic materialism. (shrink)

We attempt to discern what Badioursquo;s philosophical system provides for thinking of education in a form which separates it from its contemporary representation in the state. These notes oppose to this state form Badiou#39;s declaration that #39;the only education is an education by truthsrsquo;. We pursue this in three sections. First, we will address the significance and function of the term lsquo;conditionsrsquo;. Secondly we will address Badioursquo;s essay lsquo;Art and Philosophyrsquo; from Handbook of Inaesthetics, the only essay in fact where (...) Badiou addresses education in a specific manner and in which Badiou discusses the link between art and philosophy in terms of the lsquo;pedagogical themersquo;: A theme, he says, that has been brought to collapse. Thirdly we will attempt to discern what might make up whatnbsp; Badiou refers to as the lsquo;fourth modalityrsquo; of the link between philosophy and its conditions through a somewhat speculative discussion of the dual lsquo;militantrsquo; praxis known in Badioursquo;s work as lsquo;subtractionrsquo; and lsquo;forcingrsquo;. (shrink)