- Submit
-
Browse
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- More
Switch to: References
Citations of:
Add citations
You must login to add citations.
|
|
|
ABSTRACT As academics, we do not only produce and reproduce knowledge; we also produce our citizenship as a social and agonistic space. There are nuances embedded within academic citizenship – unqualifiable, but compelling in their production and reproduction of power dynamics, bringing into disrepute notions of academic citizenship as a homogenous or inclusive space. There are ways of being and becoming within citizenship that might be less readily conceivable, and hence, slip beneath the radar of scholarly scrutiny and debates.We have (...) |
|
|
Friendship is such a unique relationship among human beings that even philosophers have considered it as a vital factor in the social life of humans. Aristotle is one such philosopher who has given a significant amount of space to friendship among the mortals. Friendship is relational in nature and thereby calls for various discourses between the ‘self’ and the ‘other’. In this regard, McDowell’s idea of ‘second nature’ is significant since it adds that extra responsibility, willingness and rational capacity enabling (...) |
|
|
A comprehensive account of human kindness. |
|
|
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 (...) |
|
|
Mehmet Karabela draws upon Carl Schmitt’s analysis more explicitly to interrogate and understand how Islamic and Western scholars have conceptualized an “apolitical” Islam that could then be politicized. He applies Schmitt’s friend/enemy distinction as characteristic of the political to the study of Islam and shows how Islam has always been political and religious at the same time in this context. Liberalism posits a separate realm of religion and politics that it charges Islam and other political religions wrongly mix, but there (...) |
|
|
In this article, I attempt to explore the relation between two sets of terms in Derrida's work: friendship and democracy, and ethics and politics. On the basis of a reading of Derrida's interpretation of Blanchot in The Politics of Friendship, I argue that Blanchot's notion of a non-traditional conception of friendship is a reconstruction of Levinas's notion of the ethical relation to the other, which in turn provides the basis for the formalistic ethical affirmation of Derrida's work, an affirmation found (...) |
|
|
Educational theorists working within the tradition of Jacques Derrida and Emmanuel Levinas’s thought, posit teaching to be a site of implied ethics, that is, a realm in which non-violent or less violent relations to the other are possible. Derrida links ethics to the realm of friendship, enabling one to understand teaching as a site of the ethics of friendship. I clarify how friendship, as a re-metaphorization of differance, opens us up to a conception of teaching that provides a counterpoint to (...) |
|
|
At a time of unprecedented migration and social displacement, following a century ravaged by war and hegemonic shift, the question of hospitality presents itself with unparalleled urgency. Taking his cue from Immanuel Kant’s cosmopolitics, Jacques Derrida addressed this question by deliberating on the nature of the political obligation to the other person. Invoking the work of Emmanuel Levinas, this demand is first of all ethical, and unconditional. But Derrida was also acutely aware of the residual violence of the hospitable gesture, (...) |
|
|
In this article I argue that Levinas can be read as a critic, not just of Heideggerian being, but also of being-with. After pointing out that the publication of the Black Notebooks only makes this criticism more interesting to revisit, I first of all discuss passages from both earlier and later writings in which Levinas explicitly takes issue with Heidegger’s claim that there is no self outside of a specific socio-historical community. I then explain how these criticisms are reflected in (...) |
|
|
In this article I attempt to engage with Charlotte Brontë as both a teacher and a philosopher. In her depiction of two impoverished gentlewomen as teachers Brontë is, as is often pointed out, drawing on her own history, but she is also exploring two conflicting contemporary philosophic notions: the romantic ideal and the ideal of rationality, as they are played out in the lives of women. Brontë uses the plot device of taking her teachers into new environments, from where as (...) |
|
|
That philosophy exists, that it is possible, and that it has (and could still have) a future depends first and foremost on the existence of philosophers (necessarily considered in the plural). If the presence of philosophers is fundamental for the existence of the philosophical enterprise, then it can be easily deduced that, without philosophers, there would be no philosophy. If they come necessarily in the plural (as more than one), how should they, however, interact? Is philosophy a mere interaction among (...) |
|
|
This article examines how affect allows us to view the relational form of dialogue, as built upon the work of Derrida and Levinas, to be a site of transformative possibility for students as they encounter and address issues of social justice and difference in the classroom. The understanding of affect that attends this form of dialogue demands from educators a re-visioning of how their educational arrangements and pedagogies might facilitate the transformative capacities of their students. Accordingly, the relational conception of (...) |
|
|
This article interrogates a key feature of anarchist education; focusing on a problem with implications not only for anarchist conceptions of education, but for anarchist philosophy and pra... |
|
|
This paper argues that Derrida’s aporetic conclusions regarding moral and political concepts, from hospitality to democracy, can only be understood and accepted if the notion of différance and similar infrastructures are taken into account. This is because it is the infrastructures that expose and commit moral and political practices to a double and conflictual (thus aporetic) future: the conditional future that projects horizonal limits and conditions upon the relation to others, and the unconditional future without horizons of anticipation. The argument (...) |
|
|
This book stems from an examination of how Western philosophy has accounted for the foundations of law. In this tradition, the character of the “sovereign” or “lawgiver” has provided the solution to this problem. But how does the sovereign acquire the right to found law? As soon as we ask this question we are immediately confronted with a convoluted combination of jurisprudence and theology. The author begins by tracing a lengthy and deeply nuanced exchange between Derrida and Nancy on the (...) |
|
|
Beginning with a reconsideration of what the school is and has been, this paper explores the idea of the school to come. Emphasizing the governmental role of education in modernity, I offer a line of thinking that calls into question the assumption of both the school and education as possible conduits for either democracy or social justice. Drawing on Derrida’s spectral ontology I argue that any automatic correlation of education with democracy is misguided: especially within redemptive discourses that seek to (...) |
|
|
In this paper I will argue for the ethical and political virtue of a form of critique associated with the work of Michel Foucault. Foucault’s tryptich of essays on critique---namely ”What is Critique?’ ”What is Revolution?’ and ”What is Enlightenment?’---develop a formulation of critique understood as an attitude or disposition, a kind of relation that one bears to oneself and to the actuality of the present. I suggest that this critical attitude goes hand in hand with a mode of intellectual (...) |
|
|
In March 2011 Jean-Luc Nancy published an article entitled ‘What the Arab Peoples Signify to Us’ in the Libération newspaper. The article supported the NATO-led military intervention in Libya that followed the anti-government protests of 15–16 February 2011. It is in the name of ‘political responsibility’ that Nancy makes his intervention. I want to explore the question of ‘political responsibility’ in light of Nancy’s work, and his Libération article in particular. I do this by first assessing one of the distinguishing (...) |
|
|
A Levinasian reading of intimate and personal friendship – of friendship “otherwise than political”, as it were – suggests that intimate and personal friendship cannot be subsumed under either completely ethical or completely erotic terms. While friendship can be understood as a certain “fraternity”, and thus be legitimately employed in discussing justice and politics, such a usage trades on a certain equivocation. Hermeneutics seeks to make the alien familiar, and deconstruction seeks to show that the familiar is always (already) alien. (...) |
|
|
Trust has been widely investigated both theoretically and empirically. Whether thought of as the result of a calculation of costs/benefits, a shared identity, or a leap of faith, there always seems to be an ‘as if’ rhetorical gesture which is ultimately needed to explain how actors move from the base of trust to expectations of trust via suspending judgment on uncertainty and fear of vulnerability to betrayal and exploitation — the actors ultimately act ‘as if’ they do not fear uncertainty (...) |
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-6f9648bdd6-l46rg uwo