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  1. The Self-as-Disrupted.Melissa Andrea Fitzpatrick - 2023 - Journal for Continental Philosophy of Religion 5 (2):165-187.
    This paper seeks to clarify and link Levinas’s understanding of who we are to both his metaphysics of conversation and his unique understanding of justice, suggesting that Levinas’s markedly religious understanding of the subject provides an important clue as to what constitutes meaningful dialogue, and what the work of philosophy – grounded in meaningful dialogue – ought to entail. Based on Levinas’s account, in addition to searching for order and clarity (making transcendence immanent), the task of philosophy is to safeguard (...)
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  • Service Learning in Light of Emmanuel Levinas.Glen L. Sherman - 2015 - Studies in Philosophy and Education 35 (5):477-492.
    Emmanuel Levinas, a twentieth century French Continental philosopher, proposed an original understanding of ethics which has serious implications for the particular activities within higher education designated as service learning and community service. First I will define service learning and community service and briefly review the theoretical and philosophical justifications typically employed to substantiate and ground these activities within higher education. Next, I will explicate key aspects from Levinas’ ethical philosophy important for reconceptualizing service learning, and discuss their significance for related (...)
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  • Den etiske dimension i undervisning – Om et grundtema hos Emmanuel Lévinas.Jonas Holst - 2011 - Etikk I Praksis - Nordic Journal of Applied Ethics 2 (2):87-99.
    I anledning af 50-året for udgivelsen af et af de mest betydningsfulde værker i det 20. århundredes filosofi, Emmanuel Lévinas' Totalitet og uendelighed, behandler artiklen et grundtema i værket, nemlig forholdet mellem etik og undervisning. Det sker under inddragelse af den pædagogiske model, som Lévinas anser for at stå i et modsætningsforhold til sin egen etiske forståelse af undervisning, den sokratiske maieutik. Den udførlige behandling af de to «positioner» skal imidlertid vise, at de har mere til fælles, end det kommer (...)
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  • A Religious Education Otherwise? An Examination and Proposed Interruption of Current British Practice.Anna Strhan - 2010 - Journal of Philosophy of Education 44 (1):23-44.
    This paper examines the recent shift towards the dominance of the study of philosophy of religion, ethics and critical thinking within religious education in Britain. It explores the impact of the critical realist model, advocated by Andrew Wright and Philip Barnes, in response to prior models of phenomenological religious education, in order to expose the ways in which both approaches can lead to a distorted understanding of the nature of religion. Although the writing of Emmanuel Levinas has been used in (...)
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