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Body and Flesh: A Philosophical Reader

(ed.)
Malden, Mass.: Wiley-Blackwell (1998)

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  1. Body and language: Butler, Merleau-ponty and Lyotard on the speaking embodied subject.Veronica Vasterling - 2003 - International Journal of Philosophical Studies 11 (2):205 – 223.
    In this article three viewpoints on the relation of body and language are discussed: the poststructuralist viewpoint of Judith Butler, the phenomenological viewpoint of Maurice Merleau-Ponty and the postmodernist viewpoint of Jean-François Lyotard. The reason juxtaposing for these three accounts is twofold. First, the topic requires a combination of post-structuralist and phenomenological insights, and second, the accounts are supplementary. Butler's account raises questions that can be answered with the help of Merleau-Ponty's work. Lyotard's anthropology of the inhuman offers a perspective (...)
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  • Performatividad: la teoría especial y la general.Sonia Reverter-Bañón - 2017 - Isegoría 56:61.
    Si en Gender Trouble Butler presentaba una propuesta de la teoría de la performatividad de los actos de habla aplicada a la construcción del género, en su último libro, Notes towards a Performative Theory of Assembly, articula una teoría de la performatividad aplicada a la acción colectiva de minorías o poblaciones que son estimadas como “desechables”. El interés de la propuesta que presentamos es analizar cómo la teoría de la performatividad de género se ha ido ampliando a las formas de (...)
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  • Conocimiento y emoción.Diana H. Maffía - 2005 - Arbor 181 (716):515-521.
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  • Towards a phenomenology of dyslexia.Matthew John Irvine Philpott - unknown
    In this thesis I apply Merleau-Ponty's brand of existential phenomenology to the developmental language disorder 'dyslexia'. Developmental dyslexia is marked by an unexpected failure to acquire written language skills, in particularly reading, spelling and aspects of writing, and has primarily been studied by experimental cognitive psychology, physiology, and more recently, the neurosciences. The current explanatory paradigm holds the view that symptoms of dyslexia are caused by deficits in phonological skills, in particularly verbal memory and phoneme awareness. As a means of (...)
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