ABSTRACT In this article we analyze the attempt that young Simone Weil made for thinking time and change, and for deciphering the participation that the world and the mind may have in its configuration. To achieve this, we set out to elucidate two concepts that we believe synthesize her approach: the first one is astonishment, understood both in its quality of incessant intuition that reveals the human impotence to understand the present, and in its quality as a mediating instance between (...) ignorance and approximate human science of the phenomenal field. The second concept we analyze is that of directed time, significant of the first Weilian philosophy in that it reveals the subjugation of man to the present, the only tangible time. This determination allows us to understand the meaning of the past as an abolished existence, and the future as a virtual nucleus of possibilities towards which the human being prepares his action and work thanks to his faculty to devise projects. Finally, we try to show the problematic tension that young Weil discerned between the law of the immediacy of the world, and the law of time that imposes intermediate steps to the realization of all human activity. (shrink)

This paper argues that the influential French thinker, Simone Weil, has something distinctive and important to offer educational and ethical inquiry. Weil’s ethical theory is considered against the backdrop of her life and work, and in relation to her broader ontological, epistemological and political position. Pivotal concepts in Weil’s philosophy – gravity, decreation and grace – are discussed, and the educational implications of her ideas are explored. The significance of Weil’s thought for educationists lies in the unique emphasis she places (...) on the development of attention, a notion elaborated here via the key themes of truth, beauty and love. (shrink)