Some commentators have claimed that Emmanuel Levinas's philosophy should be understood as a response to the Holocaust. This study assesses that claim. It begins by clarifying what it means to call his philosophy a “response.” The bulk of the article then analyzes his essay, “Useless Suffering,” one of the few works in Levinas's philosophic oeuvre where he discusses the Holocaust. Levinas is widely read as claiming that there can be no explanation for the Holocaust—that it marks “the end of theodicy.” (...) It is shown, however, that his point is not that it cannot be explained, but that we misjudge the nature of evil when we view it as calling for explanation rather than practical activity. Based on this analysis, it is argued that Levinas's philosophy can be understood as a response to the Holocaust in the sense of being a performative writing that sought to address the evil that occurred in the Holocaust by transforming the ethical sensibilities of his readers. (shrink)

Recent years have seen educationalists turning to Emmanuel Levinas when considering the relationship between ethics and education. While it is true that Levinas never speaks of ethics in relation to the practice of classroom education, nonetheless, for Levinas, ethics is a teaching, and learning can only take place in the presence of the Other. This book considers how, within the constraints of the Irish primary school education system, teachers can develop a Levinasian approach to teaching, that affords both them and (...) the children they teach multiple opportunities throughout the school day to take up their ethical responsibility for each other as Other. Beginning from a Levinasian understanding of learning and teaching as constituting primordially relational and ethical events, and weaving the philosophies of Levinas, and the educationalists he inspires, into the approaches of philosophy with children, restorative practice, and PAX, this book suggests a unique approach to ethics in Irish primary school classrooms. The focus of this thesis, then, is on both the philosophical underpinnings that anchor teaching as a Levinasian, and a consideration of what practical approaches could be employed by the Levinasian teacher. (shrink)

In this paper I analyse the current trends in educational philosophy which utilise Emmanuel Levinas's thought. An ever-growing number of scholars have articulated many different aspects of his thought for educational purposes. I propose that there is a general split between these scholars, those who favour Levinas's philosophical writings and those who favour his confessional writings. I analyse the variegated theories presented by both of these trends and offer a critique largely based on the need for the incorporation of Levinas's (...) complete writings in order to better understand what may be called his ‘educational thought’. Lastly, in order to demonstrate this approach, I offer a reading of his seminal lecture ‘The Temptation of Temptation’ with a focus on the pedagogical features of the Sinaitic revelation, while also demonstrating the proximity between his thought and different aspects of Jewish mysticism. (shrink)

Over the last two decades, the various attempts to “radicalize” Levinas have resulted in two interesting and often separated debates: one the one hand, there is the debate regarding the relationship between Levinas and colonialism and racism, and on the other hand, there is the debate regarding the relationship between Levinas and Judaism. Whether scholars interested in issues of colonialism disregard Levinas's Judaism or use his "subaltern" identity to challenge European hegemony, they do not take seriously the Jewish content of (...) Levinas's thought. In this essay, I challenge the prevailing postcolonial orinetation of the Levinas-colonialism conversation, approaching Levinas's phenomenology from an anticolonial perspective. I will use Frantz Fanon’s dualistic understanding of the colonial world to evaluate the adequacy of Levinas’s phenomenology in describing the ontological structure of the colony and the historical experience of the colonized within it. Levinas’s incomplete understanding of the Holocaust as colonialism contributes to his failure to recognize the dividing line of colonial ontology, the zone of nonbeing, the non-human status of the colonized, and ultimately contributes to the insufficiency of his phenomenology to describe the colony. Because my purpose is not to reject Levinas’s thought in general but to encourage a new approach to his work, in the conclusion I will gesture toward the need for an anticolonial reading of Levinas’s project for Jewish education. (shrink)

The modern notion of the subject as constant self-presence that conditions the truthful appearance of phenomena is brought under sustained critical scrutiny by Heidegger. More than critical scrutiny, Heidegger offered a positive sketch of what is other than the subject, Dasein. Understanding the human being as openness for the circulation and preservation of the meaning of what-is as such is posed as the negation of the self-contained closure and interiority that subjectivity is. Levinas sees materialism and the loss of interiority (...) and freedom in Heidegger’s project, inclining more towards an ethics of things rather than persons. However, Levinas’s criticisms themselves are not free of the modern predilection for the human, albeit in a fresh and rich way. Conversely, it can be argued that that being which is open to the world of things and people still has a profound interior dimension because it is in each case mine. The Heideggerian notion of human agency and freedom may be appropriated as a possible response to technological nihilism and modern subjectivism. (shrink)

In this article I interpret Améry’s claims about the temporal dimension of trauma in the light of Levinas’s reflections on suffering and responses to suffering—and how both reject the temptation to generate narratives in which pain serves as a step toward transcendence and self-determination. That temptation finds support in Nietzsche’s critique of resentment, which identifies the refusal to forget as pathological, and against which Améry defends himself by demanding a substantive, intersubjective process of working-off the unjust past. I argue that (...) for Levinas and Améry, progressive narratives intensify the moral inattention that normalizes the initial infliction of suffering, and that revising how we understand time is necessary to respond ethically to trauma and human vulnerability more broadly. In light of that analysis, I consider contemporary examples of memorialization and the assumptions about time that they reveal. (shrink)

Emmanuel Levinas' radical heteronomous ethics has received a great deal of scholarly attention. However, his political thought remains relatively neglected. This essay shows how Levinas moves from the an-archical, ethical relationship with the Other to the totalizing realm of politics with his phenomenology of the third person, the Third. With the appearance of the Third, the ego must respond to more than one Other. It must decide whom to respond to first. This decision leads the ego from the an-archical, ethical (...) realm to the realm of politics. Although the Third universalizes the an-archical relationship with the Other into the political realm, it does not supplant the original ethical relationship. Instead, there is a never-ending oscillation between ethics and politics. The world of institutions and impersonal justice must be held in check by the an-archical responsibility for the Other. Levinas calls for both an-archy and justice. Key Words: Derrida • ethics • Levinas • liberalism • the Other • politics • responsibility • said • saying • the Third. (shrink)