In his 1985 lecture, Geschlecht III, Derrida sought to ‘situate Geschlecht within Heidegger’s path of thought’. Having identified a political disclosure of sorts in Heidegger’s discussion of the significance of Trakl’s poetic invocation of the polysemic, German word ‘Geschlecht’, Derrida intimates that Heidegger betrays ideas and presumptions concerning the ‘problematic of philosophical nationalism’. Given the contentious political context of Heideggerian thought, some scholars might hope that Derrida’s intervention here would bear upon the divisive scholarly concern referred to as the ‘Heidegger (...) Question’. While Geschlecht III does not provide a resolution, a close reading betrays productive political implications to his manner of engagement. In this brief study, I will survey the political stakes of various methodological approaches to reading Heidegger, with Derrida’s manner of reading Heidegger’s ‘Language in the Poem’ at the centre. Ultimately, I argue that Derrida and Heidegger both appeal to a particular sense of the political that must be respected, though not necessarily accepted. (shrink)

In this article I explore some points of convergence between Habermas and Derrida that revolve around the intersection of ethical and epistemological issues in dialogue. After some preliminary remarks on how dialogue and language are viewed by Habermas and Derrida as standpoints for departing from the philosophy of consciousness and from logocentric metaphysics, I cite the main points of a classroom dialogue in order to illustrate the way in which the ideas of Habermas and Derrida are sometimes received as well (...) as the actual relevance of ethical and epistemic concerns within educational settings. I claim that such concerns cannot be sidestepped without cost and that they can be approached by combining rather than rigidly separating Habermas and Derrida. Beyond the consolidated polemics, emancipatory politics and Enlightenment priorities of truth and justice bring Habermasian reconstruction and Derridean deconstruction closer than it is typically assumed. Attention to such a convergence can enrich the teaching material of higher education courses which usually comprises either Habermasian or Derridean texts but rarely both. It can also stave off some of the risks involved in some versions of constructivism as they occur in school practice. (shrink)