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L’université sans conditions

Editions Galilée (2001)

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  1. Making a University. Introductory Notes on an Ecology of Study Practices.Hans Schildermans - 2019 - Dissertation, Ku Leuven
    The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, (...)
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  • What is a Problem?Andrew Haas - 2015 - HORIZON. Studies in Phenomenology 4 (2):71-86.
    What is a problem? What is problematic about any problem whatsoever, philosophical or otherwise? As the origin of assertion and apodeiction, the problematic suspends the categories of necessity and contingency, possibility and impossibility. And it is this suspension that is the essence of the problem, which is why it is so suspenseful. But then, how is the problem problematic? Only if what is suspended neither comes to presence, nor simply goes out into absence, that is, if the suspension continues, which (...)
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  • Where is the common ground? Interaction and transfer between European and Russian philosophical culture.Evert van der Zweerde - 2010 - Studies in East European Thought 62 (3-4):259 - 277.
    In this paper, I discuss and analyze three instances of exchange and interaction between Russian (incl. Soviet) and (West) European philosophical culture: the correspondence between Merab Mamardašvili and Louis Althusser, Jacques Derrida's visit to Moscow in 1990, and a joint Russian-German publication by Nikolaj Plotnikov and Alexander Haardt. The focus is on the implicit mutual perception of philosophical cultures and on the 'micro-politics' of discourse that is at stake in their interaction. Also, it is shown how different contexts—labelled 'philosophical culture', (...)
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  • L'idée de l'université. Entre néo-liberalisme et post-marxisme.Corneliu Bilba - 2015 - Meta: Research in Hermeneutics, Phenomenology, and Practical Philosophy 7 (2):288-306.
    This article analyses some aspects of the critical discourse on the reform of the university. Some critics of the neo-liberal reform state that professionalization cannot be a goal in itself of the university because it nullifies the condition of the university of being sans condition, that is autonomous. The author of the article agrees with the notion that there are negative consequences of professionalization on formation and research. However, he shows that the professional orientation of the university is not new, (...)
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  • Rorty, post-critical pedagogy and hope: a response.Marina Schwimmer - 2019 - Ethics and Education 14 (4):497-504.
    ABSTRACTThe paper is a response to the articles published in the current issue analysing Rorty’s philosophy of hope. In these articles, Bianca Thoilliez, Stefano Oliverio and Kai Wortmann highlight the pragmatist characteristics of post-critical pedagogy. Taking a poststructuralist perspective, I propose to examine some limits of the association between Rorty’s philosophy of hope and post-critical pedagogy. I will discuss, in turn, their take on the definition of hope, on the place of critique in post-critical pedagogy and on the affirmative ethos (...)
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  • Learning and education in the global sign network.Susan Petrilli - 2020 - Semiotica 2020 (234):317-420.
    The contribution that may come from the general science of signs, semiotics, to the planning and development of education and learning at all levels, from early schooling through to university education and learning should not be neglected. As Umberto Eco claims in the “Introduction” to the Italian edition of his book Semiotica and Philosophy of Language (1984: xii, my trans.), “[general semiotics] is philosophical in nature, because it does not study a particular system, but posits the general categories in light (...)
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  • The deconstruction in Jacques Derrida: What it is and it is not as a strategy.Ramiro Déliü Borges de Meneses - 2013 - Universitas Philosophica 30 (60):177-204.
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  • Pedagogy without a Project: Arendt and Derrida on Teaching, Responsibility and Revolution.Anne O’Byrne - 2005 - Studies in Philosophy and Education 24 (5):389-409.
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  • Una paradoja topológica sobre el lugar de la filosofía.Jesús Vega Encabo - 2015 - Isegoría 52:43-66.
    Este artículo presenta lo que denomino la “paradoja topológica de la filosofía”. La filosofía reclama un lugar en el conjunto de los saberes enseñables y, por ende, en la universidad; pero deviene u-tópica en su idea del ejercicio libre de su actividad. La filosofía no puede encontrar un lugar en la universidad y no puede dejar de reclamarlo. La paradoja tiene varias dimensiones, pero es irresoluble. Por eso, su futuro en la universidad exigirá una renuncia a situarse en un lugar (...)
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  • The ethos of critical research and the idea of a coming research community.M. Simons, J. Masschelein & K. Quaghebeur - 2005 - Educational Philosophy and Theory 37 (6):817–832.
    Critical educational research offers the researcher a position and an ethos of comfort. Even the declared recognition of the relativity of principles, norms or criteria so characteristic of much critical research does not prevent it from looking immediately for a way out of this uncomfortable situation i.e. to keep to the idea that comfort is needed and desirable. However, we suggest that this uncomfortable condition is constitutive for critical educational research and may be even for education as such. Therefore the (...)
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  • Perdón por haber hablado demasiado: deconstrucciones del 68.Julio García Caparrós - 2018 - Arbor 194 (787):433.
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  • The idea of Europe in a post-European era.Eddo Evink - 2020 - International Journal of Philosophy and Theology 81 (3):211-226.
    This article discusses the Idea of Europe as it is developed within the phenomenological tradition by Edmund Husserl, Jacques Derrida and Jan Patočka. It shows how Derrida and Patočka try to preser...
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