Sensory Qualities Austen Clark Oxford, Clarendon, 1993 pp. xii + 250Moral Imagination: Implications of Cognitive Science for Ethics Mark Johnson University of Chicago Press, Chicago and London, 1993 pp. xiv + 287Understanding Origins Francisco J. Varela & Jean‐Pierre Dupuy (Eds) Dordrecht: Kluwer Academic, 1992.

This paper explores the thought of Hegel, Saussure and Derrida regarding the nature of the linguistic sign. It argues that Derrida is right to maintain that Hegel is an influence on Saussure. However, Derrida misrepresents both Hegel and Saussure by interpreting them as falling within the Platonic rather than the Aristotelian philosophical tradition.

On assiste aujourd'hui à un renouvellement et à une intensification du questionnement juridique, lesquels ne vont pas sans susciter une interpellation de la réflexion philosophique par le droit. Plusieurs motifs concourent à cette situation. Cette interpellation de la philosophie est le signe d'un besoin d'élucidation, d'éclaircissement et de nouvelles délimitations conceptuelles, au sein d'une situation historique où les schèmes traditionnels d'interprétation du droit font sentir leurs insuffisances.

The debate between Derrida and Searle has received much critical attention, with the commentary often being Derrida-friendly. Even when commentators detect weaknesses in Derrida’s argument, they ap...

This paper explores some questions about the use of models of nursing. These questions make various assumptions about the nature of models of nursing, in general and in particular. Underlying these assumptions are various philosophical positions which are explored through an introduction to postmodernist approaches in philosophical criticism. To illustrate these approaches, a critique of the Roper et al. model is developed, and more general attitudes towards models of nursing are examined. It is suggested that postmodernism offers a challenge to (...) many of the assumptions implicit in models of nursing, and that a greater awareness of these assumptions should lead to nursing care being better informed where such models are in use. (shrink)

This article argues that Foucault's 1964 paper “La folie, l'absence d'œuvre” ought to be understood as a response to Derrida's 1963 paper “Cogito et histoire de la folie”. I clarify the chronology of the exchange between these two thinkers and follow commentators Bennington and Flynn in emphasising themes other than the status of madness in Descartes. I undertake a thematic investigation of Foucault's 1961 characterisation of madness as the absence of an œuvre and the role of this characterisation in Derrida's (...) 1963 paper. Then I turn to an investigation of Foucault's substantial change in position on these key themes with his 1964 paper. I argue that Foucault seeks to minimise the initial importance he attributed to his characterisation of madness as the absence of an œuvre, altering his understanding of the relation between madness and language as well as shifting the event that silences madness from Descartes to Freud. Derrida's reconsideration of Foucault's Folie et déraison in 1991 treats Freud as the new locus of the exchange. This is an implicit recognition by Derrida of Foucault's “La folie, l'absence d'œuvre” and confirmation of its place within the exchange. (shrink)

Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards deconstruction, to which I refer as 'witnessing'. I argue that what needs to be witnessed is the occurrence of deconstruction and, more specifically, the occurrence of metaphysics-in-deconstruction. The point of witnessing metaphysics-in-deconstruction (...) is affirmative: it is an affirmation of what cannot be conceived in terms of the system and yet makes this system possible. To the extent to which education is concerned with the 'coming into presence' of new beginners and new beginnings, it shares an interest with deconstruction. Through a discussion of the role of communication in education I indicate how we might witness the occurrence of deconstruction in education. Through this we may be able to identify openings that can become potential entrances for the coming into presence of new beginnings and new beginners. Such an engagement with Derrida's work is more than the application of 'his' philosophy to the 'field' of education and therefore also has implications for how we think of the very idea of philosophy of education. (shrink)

This paper examines David Bakhurst's attempt to provide a picture of ‘the kinds of beings we are’ that is ‘more realistic’ than rationalism. I argue that there is much that is rich and compelling in Bakhurst's account. Yet I also question whether there are ways in which it could be taken further. I introduce the discussion by exploring Bakhurst's engagement with phenomenology and, more specifically, Hubert Dreyfus—who enters Bakhurst's horizon on account of his inheritance of the philosophy of John McDowell. (...) Whilst I recognise that Bakhurst's encounter with Dreyfus demonstrates his achievements—over rationalism and over Dreyfus—I also suggest that it opens up certain questions that remain to be asked of his position on account of its conceptualism. These questions originate, not from a Dreyfusian phenomenological perspective, but from the post-phenomenological perspective of Jacques Derrida. Through appealing to key Derridean tropes, I aim to show why the conceptual idiom Bakhurst retains may hold us back from understanding the open nature of human thought. I end by considering what therefore needs to come—and what needs to be let go—in order to best do justice to the ‘kinds of beings we are’. (shrink)

The New Fuzziness: Richard Rorty and Education is an examination of the works of Richard Rorty, focusing on his impact on education. Richard Rorty is "one of the most provocative and influential of contemporary thinkers writing in English." This unpublished manuscript is written by Dr. Philip E. Devine, Professor of Philosophy at Providence College.

A major charge levelled against Derrida is that of textual idealism - he effectively closes his deconstructive approach off from the world of experience, the result being that it is incapable of being coherently applied to practical questions of ethics and politics. I argue that Derrida's writings on experience can in fact be reconstructed as an empirical realism in the Husserlian sense. I begin by outlining in very broad strokes Husserl's account of perception and his empirical realism. I then set (...) out some of the major criticisms of Derrida proffered by Dallas Willard and Peter Dews and counter them with evidence from Derrida's texts themselves. I conclude by presenting his account as a variant of Husserl's, which does not discernibly develop on or depart from the latter. Key Words: arche-writing • aspect • differance • empirical realism • horizon • middle voice • noema • representation • revisability • signification • signified • textuality • trace. (shrink)

One of the reasons why critical discourse analysis calls itself critical is because its perspectives of discourse and society are derived largely from critical social theory. Transferring these perspectives to educational contexts requires that teachers develop workable pedagogic frameworks and procedures which apply CDA principles and practices to the reading and discussion of texts in the classroom. If these are to be considered ‘critical’, it seems useful that these are also derived from critical social theory. This type of critical theorisation (...) seems to be underdeveloped in a CDA which relies principally on systemic functional linguistics for its procedural attitude to the text. This paper suggests a possible development of this space in which exegetic procedure and discussion are theorised from critical perspectives in the thought of Adorno, Derrida and Habermas, and according to systemic perspectives in the work of Foucault. The paper also presents a framework of analysis for use by teachers and students which is based on these perspectives. (shrink)

One of the fundamental pedagogical questions in teaching about human rights, war, and global citizenship is how to educate students to care about strangers whom they may never know and whom they may assume they have nothing in common with. At its core, this is an ethical question that highlights a problem in articulating relations between self and other. This article proposes a type of deconstructive literacy that uses photographs depicting suffering to address how viewers can consider their responsibilities to (...) other people in a world marked by violence. Critiquing normative pedagogical methods that use the visual power of photographs to impose ethics upon viewers, I outline how what I term a hauntagogical approach provides an opportunity for an emergent ethical relation between a viewer and the viewed. Suggestions for foundations approaches to pedagogy are considered. (shrink)

. The survival of truth after Derrida. Cultural Values: Vol. 4, No. 1, pp. 127-134.