In this study, I examine the significance of the trace and its legibility in the phenomenologies of Merleau-Ponty and Levinas, showing that this trope plays a more significant role in Merleau-Ponty's thinking than has been recognized heretofore and that it constitutes a crucial point of contact between Merleau-Ponty and Levinas. But this point of contact is also, in both their philosophies, a site where their thinking is compelled to confront its limits and the enigmas involved in the description of the (...) topography of a hermeneutical flesh. It is argued that the significance of the trace consists in its alterity, its registering and inscribing in the very matter of the flesh an imperative spiritual assignment: the morally binding hold of the other person on my capacity to be responsive to the other's needs and bear responsibility for the other's welfare. The retrieval or recuperation of the trace, which, I argue, is inscribed as a certain predisposition in what, borrowing from Merleau-Ponty, we might call the prepersonal topology of the flesh, would thus constitute a task of the utmost importance for the formation of the moral self. However, given the paradoxical temporality of the trace and the hermeneutical nature of its legibility, the retrieval of the trace is not actually possible. Nevertheless, the attempt to retrieve it - one's commitment to retrieving it - is an absolutely imperative existential task, determining the character of the moral self. In both Merleau-Ponty and Levinas, however, the problematic nature of this recuperative project is manifested in the ambiguous, equivocal modality of their rhetoric, supposedly engaged in the phenomenological description of the primordial 'inscription', but oscillating, in fact, undecidably between descriptive and prescriptive, constative and performative, literal and metaphorical modes of discourse. It is argued that this, far from being a fault, is necessitated by the hermeneutic nature of the trace, which requires that the description be invocative and evocative, provoking a deep transformation in experience that would make the description true. It accordingly becomes clear that and why the moral phenomenologies of Merleau-Ponty and Levinas, depending as they must on a metaphorical interaction between language and experience, cannot function within the framework of the traditional correspondence theory of truth. (shrink)

This chapter explores Marcel’s relationship with German idealism, the impact idealism had on his existentialism, his philosophical evolution beyond idealist conceptions of objectivity and consciousness, and his own move towards the authentic “ethical self,” whose goal is a reciprocal, intersubjective relationship with others who are freely seeking the inner meaning of experience. It will argue that the authentic self is fundamentally personal because it is embodied, non-objective, and creates opportunities for others to existentially flourish. The continuing progress of the ethical, (...) authentic self in a world that threatens it establishes Marcel’s existentialism as way to flourish in the midst of absurdity, and so establishes it as more than a mere reaction to German idealism. (shrink)

The aim of this essay is to examine the status and promise of Emmanuel Levinas’s humanism for a posthuman and more-than-human age. I suggest that, even though Levinas’s approach partially r...

In several places, Levinas identifies the problem that concerns him as a “ crisis of humanism.” This problem finds its seeds in modernity but comes to fruition in the inhumanities of the 20 th century. Like his philosophical predecessors, Levinas offers an educational model as a solution to a problem he has identified. But this model--Jewish education—is uniquely different from those offered by those who came before him. This essay examines Levinas‘s interest in Jewish education as a solution to this (...) crisis in humanism and considers what the implications of this solution are for his project as a whole. (shrink)

The unusual lacuna which runs between the philosophical works of Emmanuel Levinas and the psychoanalytical treatises of Jacques Lacan is one of the most unusual in the history of 20th century thought. Despite the numerous interests, influences, and friends the two shared, no evidence exists to suggest that they ever met or encountered one another’s work. This alluring gap has inspired explanations by a few and compensation by others. But in all of these approaches to what has been called one (...) of the most famous “missed connections,” of the 20th century, the most powerful connection has yet to be explored: the respective attempt in each to carve out a post-Heideggerian account of subjectivity. The goal of this paper will be to compare and contrast Levinas and Lacan’s respective accounts of subjectivity to better illuminate each thinkers attempt to affirm the power of the Heideggerian critique while preserving some integrity to the idea of subjectivity. (shrink)

Given present criticisms of contemporary education and leadership practices, this article investigates the ways in which the basic concepts of state freedom and bureaucracy stifle ethics and social justice in educational leadership practices through the philosophical framework of Emmanuel Levinas. By investigating Levinas’ ‘an-archy’, the definition of ethics and justice in school leadership can be reframed towards responsibility to otherness rather than individual freedom. The anarchical ethic of pure responsibility to the Other suggests that educational leaders should prioritize specific acts (...) of responsibility over general actions based on the assumptions of traditional state education. Aspects of transactional, transformational, and social justice leadership are critiqued from this perspective. (shrink)