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Human Studies 18 (4):439-446 (1995)

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  1. Aesthetics of Surrender: Levinas and the Disruption of Agency in Moral Education.Ann Chinnery - 2003 - Studies in Philosophy and Education 22 (1):5-17.
    Education has long been charged with the taskof forming and shaping subjectivity andidentity. However, the prevailing view ofeducation as a project of producing rationalautonomous subjects has been challenged bypostmodern and poststructuralist critiques ofsubstantial subjectivity. In a similar vein,Emmanuel Levinas inverts the traditionalconception of subjectivity, claiming that weare constituted as subjects only in respondingto the other. In other words, subjectivity isderivative of an existentially priorresponsibility to and for the other. Hisconception of ethical responsibility is thusalso a radical departure from the prevailingview (...)
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  • The Hands of the Projectionist.Lisa Cartwright - 2011 - Science in Context 24 (3):443-464.
    ArgumentThis essay considers the work of projection and the hand of the projectionist as important components of the social space of the cinema as it comes into being in the nineteenth century and the early decades of the twentieth. I bring the concept of Maurice Merleau-Ponty on the place of the body as an entity that applies itself to the world “like a hand to an instrument” into a discussion of the pre-cinematic projector as an instrument that we can interpret (...)
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  • Ethics, alterity, and organizational justice.Damian Byers & Carl Rhodes - 2007 - Business Ethics, the Environment and Responsibility 16 (3):239–250.
    This paper articulates a conception of organizational justice based on the promise of a mode of organizing that does not violate the particularity of each and every other person. It argues that the decisive condition for such a form of justice resides in the realities of the cultural practices of an organization as they are apparent in the conduct of people in relation to multiple others. These are practices that can only seek justification in the primary right of each person (...)
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  • The Rediscovery of Teaching: On robot vacuum cleaners, non-egological education and the limits of the hermeneutical world view.Gert Biesta - 2016 - Educational Philosophy and Theory 48 (4):374-392.
    In this article, I seek to reclaim a place for teaching in face of the contemporary critique of so-called traditional teaching. While I agree with this critique to the extent to which it is levelled at an authoritarian conception of teaching as control, a conception in which the student can only exist as an object of the interventions of the teacher and never as a subject in its own right, I argue that the popular alternative to traditional teaching, that is (...)
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  • Reading the Other: Ethics of Encounter.Sarah Allen - 2008 - Educational Philosophy and Theory 40 (7):888-899.
    Most scholarly fields, at least in the humanities, have been asking the same questions about the politics of encounter for hundreds of years: Should we try to find a way to encounter an other without appropriating it, without imposing ourselves on it? Is encountering‐without‐appropriating even possible? These questions are profuse and taken up with intense interest in scholarship about the personal essay, specifically, which has often been credited as a philosophical form. Within debates about the ethics of the personal essay, (...)
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  • The EU’s Hospitality and Welcome Culture: Conceiving the “No Human Being Is Illegal” Principle in the EU Fundamental Freedoms and Migration Governance.Armando Aliu & Dorian Aliu - 2022 - Human Rights Review 23 (3):413-435.
    This article aims to highlight the theoretical and philosophical debate on hospitality underlining the normative elements of framing migrants and refugees as individual agents in the light of hospitality theory and migration governance. It argued the critiques of the neo-Kantian hospitality approach and the EU welcome culture with regard to refugees in the EU from a philosophical perspective. The “No human being is illegal” motto is proposed to be conceived as a principle of the EU Charter of Fundamental Rights. The (...)
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  • The council of Europe’s competences for democratic culture: Employing Badiou and Plato to move beyond tensions in the values it promotes.Michelle Tourbier - 2019 - Educational Philosophy and Theory 52 (1):22-33.
    Designing education policy, curriculum and competences which promote and nourish the values and/or morals believed to underpin democratic culture is both contentious and something which has...
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  • Democracies-always-in-the-making: Maxine Greene's influence.Barbara Thayer-Bacon - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 44 (3):256-269.
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  • Philosophy as Self-Knowledge.Alfred I. Tauber - 2014 - Philosophia 42 (1):1-23.
    An autobiographical account is offered of how the medical study of self (immunology) became a chapter in the philosophical study of human agency (from Nietzsche and Thoreau to Freud by way of Wittgenstein). Whether viewed scientifically or philosophically, several themes converge on the intractable instability of any notion of selfhood—epistemological or moral. How this problematic motivated an extended analysis of selfhood refracts the psychology of the author and his pursuit of philosophy as self‐knowledge.
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  • What can self-disorders in schizophrenia tell us about the nature of subjectivity? A psychopathological investigation.Helene Stephensen & Josef Parnas - 2018 - Phenomenology and the Cognitive Sciences 17 (4):629-642.
    The purpose of this article is to show how schizophrenia, understood as a distortion of the most intimate structures of subjectivity, illustrates the nature of subjectivity as such, while at the same time how philosophical considerations may help to understand schizophrenia. More precisely, schizophrenic experiences of self-alienation seem to reflect a congealing or concretization of a form of differentiation or potential alterity implicit in the dynamic nature of subjectivity. In other words, we propose that the structure of subjectivity includes potential (...)
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  • Primacy of I–you connectedness revisited: some implications for AI and robotics.Beata Stawarska - 2019 - AI and Society 34 (1):3-8.
    In this essay, I challenge the egocentric tradition which privileges the standpoint of an isolated individual, and propose a speech-based dialogical approach as an alternative. Considering that the egocentric tradition can be deciphered in part by analyzing the distortions undergone by pronominal discourse in the language of classical philosophy, I reexamine the pragmatics of ordinary language featuring the pronoun I in an effort to recover a more relational understanding of persons. I develop such an analysis of the deep grammar of (...)
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  • From the “metaphysics of the individual” to the critique of society: on the practical significance of Michel Henry’s phenomenology of life. [REVIEW]Michael Staudigl - 2012 - Continental Philosophy Review 45 (3):339-361.
    This essay explores the practical significance of Michel Henry’s “material phenomenology.” Commencing with an exposition of his most basic philosophical intuition, i.e., his insight that transcendental affectivity is the primordial mode of revelation of our selfhood, the essay then brings to light how this intuition also establishes our relation to both the world and others. Animated by a radical form of the phenomenological reduction, Henry’s material phenomenology brackets the exterior world in a bid to reach the concrete interior transcendental experience (...)
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  • Beyond Support: Exploring Support as Existential Phenomenon in the Context of Young People and Mental Health.Mona Sommer & Tone Saevi - 2017 - Indo-Pacific Journal of Phenomenology 17 (2):1-11.
    Support in different modes, expressions and actions is at the core of the public welfare culture. In this paper, support is examined as an everyday interpersonal phenomenon with a variety of expressions in language and ways of relating, and its essential meaning is explored. The fulcrum for reflection is the lived experience shared by a young woman with mental health problems of her respective encounters with two professionals in mental health facilities. A phenomenological analysis of the contrasting accounts suggests that, (...)
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  • Teaching Otherwise.Carl Anders Säfström - 2003 - Studies in Philosophy and Education 22 (1):19-29.
    In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social (...)
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  • Questioning corporate codes of ethics.Mollie Painter-Morland - 2010 - Business Ethics, the Environment and Responsibility 19 (3):265-279.
    This paper argues that corporate Codes of Ethics lose their ability to further moral responsiveness because of the narrow instrumental purposes that inform their adoption and use. It draws on Jacques Derrida's reading of Emmanuel Levinas to argue that, despite the fact that all philosophical language entails a certain violence, corporate Codes of Ethics could potentially play a more meaningful role in furthering ethical questioning within corporations. The paper argues that Derrida's reading of Levinas' notion of 'the third' could precipitate (...)
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  • Editorial introduction.Campbell Jones - 2007 - Business Ethics, the Environment and Responsibility 16 (3):196–202.
    This special issue contains papers first presented at a conference that was held 14–16 May 2008 at the Centre for Philosophy and Political Economy at the University of Leicester. Each of the papers takes up ideas from the works of Jacques Derrida and seeks to apply these to questions of business, ethics and business ethics. The papers take up quite different parts of Derrida's works, from his work on the animal, narrative and story, the violence of codification and the limits (...)
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  • The Telling Moment: Narrative as a Discursive Act.Scott James Fitzpatrick - 2012 - American Journal of Bioethics Neuroscience 3 (4):80-81.
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  • The Role of Dialogue, Otherness and the Construction of Insight in Psychosis: Toward a Socio-Dialogic Model.Mark Dolson - 2005 - Journal of Phenomenological Psychology 36 (1):75-112.
    The focus is on the intersubjective, narrative and dialogic aspects of the clinical phenomenon of insight in psychosis. By introducing a socio-dialogic model for the clinical production of insight, it can be learned how insight, as a form of self-knowledge , is a product of the clinical interview, namely the dialogic relation between patient and clinical interviewer. Drawing upon the philosophy of Emmanuel Levinas, expressly his notion of the ethical encounter, the production of insight in the clinical interview is elucidated (...)
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  • Bearing witness to cultural difference, with apology to Levinas.Rosalyn Diprose - 2001 - Angelaki 6 (2):125 – 135.
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  • Outside The Second Sex.Anna Alexander - 2003 - Bulletin de la Société Américaine de Philosophie de Langue Française 13 (1):94-127.
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  • Political Imagery: Sick Philosopher and Other As Poison (On Violence and Hypochondria).Petar Bojanić - 2008 - Filozofija I Društvo 19 (2):49-81.
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  • Dossier LANY 2001-2008.Gavin Keeney - manuscript
    Landscape Agency New York was founded by Gavin Keeney, c.1997, and encompassed a wide array of activities and effects – e.g., research, writing, design, consulting, and teaching. /S/OMA (Syntactical Operations Metaphorical Affects) was the mobile, and sometimes global design and teaching module within LANY, focusing primarily on entirely hypothetical and/or irreal projects, many becoming the foundation for lectures and courses delivered at institutions in the US, Canada, Australia, and Europe, from 2003 to 2007. Lastly, the LANY Archive-Grotto was established following (...)
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