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  1. Prospects for A Levinasian Epistemic Infinitism.J. Aaron Simmons & Scott F. Aikin - 2012 - International Journal of Philosophical Studies 20 (3):437-460.
    Abstract Epistemic infinitism is certainly not a majority view in contemporary epistemology. While there are some examples of infinitism in the history of philosophy, more work needs to be done mining this history in order to provide a richer understanding of how infinitism might be formulated internal to different philosophical frameworks. Accordingly, we argue that the philosophy of Emmanuel Levinas can be read as operating according to an ?impure? model of epistemic infinitism. The infinite obligation inaugurated by the ?face to (...)
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  • What Is (Feminist) Philosophy?Rosalyn Diprose - 2000 - Hypatia 15 (2):115-132.
    What makes us think, and what makes us think as feminists? In seeking to answer these questions, this paper draws on both Deleuze and Guattari's account of the creation of concepts, and feminist thought on feminist thinking, before suggesting with Levinas that our relation to ideas is primarily affective. Via further engagement with Levinas, I argue that it is the relation to the other which provokes and produces thought; models of autonomous theorizing are thereby supplanted by the teaching of the (...)
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  • What is (feminist) philosophy?Rosalyn Diprose - 2000 - Hypatia 15 (2):115-132.
    : What makes us think, and what makes us think as feminists? In seeking to answer these questions, this paper draws on both Deleuze and Guattari's account of the creation of concepts, and feminist thought on feminist thinking, before suggesting with Levinas that our relation to ideas is primarily affective. Via further engagement with Levinas, I argue that it is the relation to the other which provokes and produces thought; models of autonomous theorizing are thereby supplanted by the teaching of (...)
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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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