Few philosophers have devoted more than passing attention to similarities between the thought of Søren Kierkegaard, a Danish Christian, and Emmanuel Levinas, a French Jew. Here, one of philosophy of religion's most distinctive voices offers a sustained comparison. Focusing on questions surrounding otherness, transcendence, postmodernity, and the nature of religious thought, Merold Westphal draws readers into a dialogue between the two thinkers. Westphal's masterful command of both philosophies shows that each can learn from the other. Levinas and Kierkegaard in Dialogue (...) is an insightful and accessible contribution to philosophical considerations of ethics and religion. (shrink)

INTRODUCTION Ever since the beginning of the modern phenomenological movement disciplined attention has been paid to various patterns of human experience as ...

Introduction -- The truth that is true for me -- Aestheticism -- The ethical -- The knight of faith -- Truth is subjectivity -- Pseudonymity -- The present age -- Love -- The self -- World-weariness.

In this article I explore some points of convergence between Habermas and Derrida that revolve around the intersection of ethical and epistemological issues in dialogue. After some preliminary remarks on how dialogue and language are viewed by Habermas and Derrida as standpoints for departing from the philosophy of consciousness and from logocentric metaphysics, I cite the main points of a classroom dialogue in order to illustrate the way in which the ideas of Habermas and Derrida are sometimes received as well (...) as the actual relevance of ethical and epistemic concerns within educational settings. I claim that such concerns cannot be sidestepped without cost and that they can be approached by combining rather than rigidly separating Habermas and Derrida. Beyond the consolidated polemics, emancipatory politics and Enlightenment priorities of truth and justice bring Habermasian reconstruction and Derridean deconstruction closer than it is typically assumed. Attention to such a convergence can enrich the teaching material of higher education courses which usually comprises either Habermasian or Derridean texts but rarely both. It can also stave off some of the risks involved in some versions of constructivism as they occur in school practice. (shrink)

In PHILOSOPHICAL FRAGMENTS, Søren Kierkegaard (writing under the pseudonym Johannes Climacus), seeks to explain the nature of Christianity in such as way as to bring out its demands on the individual, and to emphasize its incompatibility with the theology based on the work of Hegel that was becoming progressively more influential in Denmark. If one were to read only two or three of Kierkegaard's works, this is unquestionably one of the ones to read. One cannot understand Kierkegaard's thought without reading (...) this book, and along with its sequel represents the heart of what he was trying to achieve in what he called his "Authorship." Through PHILOSOPHICAL FRAGMENTS, Kierkegaard purports to present the logic of Christianity. (shrink)

In these original essays and interviews, leading hermeneutical philosophers and postmodern theorists John D. Caputo and Gianni Vattimo engage with each other's past and present work on the subject and reflect on our transition from ...

This article aims at making a case for the role of seduction in existential education, that is, education that focuses on the pupil’s life choices. First, the article attempts to show that the relationship between the teacher and the pupil can be understood as a form of seduction. Secondly, the article examines how such a relationship functions in practice. Thirdly, the article warns against dangerous aspects related to seduction, and lastly, the article offers five conditions for how seduction can be (...) used in a justifiable manner in existential education. (shrink)

At stake in his reading of the tale, to which the second half of this book is devoted, are the conditions of gift and forgiveness as essentially bound up with the movement of dissemination, a concept that Derrida has been working out for ...

This first book-length collection on Levinas and education gathers new texts written especially for this volume, providing an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness, and more.

The debate about the nature of modernity and postmodernity has become central to intellectual culture today. In this work, two distinguished social theorists make a distinctive contribution to this continuing discussion.

Emmanuel Levinas is one of the most original philosophers in the twentieth century. In this book, continuing his thought on obligation, he investigates the possibility that the word God can be understood now, at the end of the twentieth century, in a meaningful way. The thirteen essays collected in this volume offer an introduction to the wide range of Levinas's thought, addresses philosophical questions concerning politics, language and religion and the philosophies of, amongst others, Heidegger, Kierkegaard, Marx and Derrida. The (...) essays also touch on the Marxist concept of ideology, death, hermeneutics, the concept of evil, the philosophy of dialogue, the relation of language to the Other, and the acts of communication and mutual understanding. Nine of the essays appear in English for the first time. (shrink)

Reality and its shadow -- Freedom and command -- The ego and the totality -- Philosophy and the idea of infinity -- Phenomenon and enigma -- Meaning and sense -- Language and proximity -- Humanism and an-archy -- No identity -- God and philosophy -- Transcendence and evil.

The thirteen essays collected in this volume investigate the possibility that the word "God" can be understood now, at the end of the twentieth century, in a meaningful way. Nine of the essays appear in English translation for the first time. Among Levinas's writings, this volume distinguishes itself, both for students of his thought and for a wider audience, by the range of issues it addresses. Levinas not only rehearses the ethical themes that have led him to be regarded as (...) one of the most original thinkers working out of the phenomenological tradition, but he also takes up philosophical questions concerning politics, language, and religion. The volume situates his thought in a broader intellectual context than have his previous works. In these essays, alongside the detailed investigations of Husserl, Heidegger, Rosenzweig, and Buber that characterize all his writings, Levinas also addresses the thought of Kierkegaard, Marx, Bloch, and Derrida. Some essays provide lucid expositions not available elsewhere to key areas of Levinas's thought. "God and Philosophy" is perhaps the single most important text for understanding Levinas and is in many respects the best introduction to his works. "From Consciousness to Wakefulness" illuminates Levinas's relation to Husserl and thus to phenomenology, which is always his starting point, even if he never abides by the limits it imposes. In "The Thinking of Being and the Question of the Other," Levinas not only addresses Derrida's Speech and Phenomenon but also develops an answer to the later Heidegger's account of the history of Being by suggesting another way of reading that history. Among the other topics examined in the essays are the Marxist concept of ideology, death, hermeneutics, the concept of evil, the philosophy of dialogue, the relation of language to the Other, and the acts of communication and mutual understanding. (shrink)

One of the greatest thinkers of the nineteenth century, Søren Kierkegaard often expressed himself through pseudonyms and disguises. Taken from his personal writings, these private reflections reveal the development of his own thought and personality, from his time as a young student to the deep later internal conflict that formed the basis for his masterpiece of duality Either/Or and beyond. Expressing his beliefs with a freedom not seen in works he published during his lifetime, Kierkegaard here rejects for the first (...) time his father's conventional Christianity and forges the revolutionary idea of the "leap of faith" required for true religious belief. A combination of theoretical argument, vivid natural description and sharply honed wit, the Papers and Journals reveal to the full the passionate integrity of his lifelong efforts "to find a truth which is truth for me." For more than seventy years, Penguin has been the leading publisher of classic literature in the English-speaking world. With more than 1,700 titles, Penguin Classics represents a global bookshelf of the best works throughout history and across genres and disciplines. Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by award-winning translators. (shrink)

In Philosophical Fragments the pseudonymous author Johannes Climacus explored the question: What is required in order to go beyond Socratic recollection of eternal ideas already possessed by the learner? Written as an afterword to this work, Concluding Unscientific Postscript is on one level a philosophical jest, yet on another it is Climacus's characterization of the subjective thinker's relation to the truth of Christianity. At once ironic, humorous, and polemical, this work takes on the "unscientific" form of a mimical-pathetical-dialectical compilation of (...) ideas. Whereas the movement in the earlier pseudonymous writings is away from the aesthetic, the movement in Postscript is away from speculative thought. Kierkegaard intended Postscript to be his concluding work as an author. The subsequent "second authorship" after The Corsair Affair made Postscript the turning point in the entire authorship. Part One of the text volume examines the truth of Christianity as an objective issue, Part Two the subjective issue of what is involved for the individual in becoming a Christian, and the volume ends with an addendum in which Kierkegaard acknowledges and explains his relation to the pseudonymous authors and their writings. The second volume contains the scholarly apparatus, including a key to references and selected entries from Kierkegaard's journals and papers. (shrink)

This first book-length collection on Levinas and education gathers new texts written especially for this volume by an international group of scholars well known for their work in philosophy, educational theory, and on Levinas. It provides an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness and more, as its contributing authors address some fundamental educational issues such as: what it means to be a teacher; what it means to learn from a teacher; the role of (...) language in the curriculum; literature, ethics, and education; moral education and human relations in schools; ethics of responsibility and philosophical-pedagogical discourse; educational hospitality and interculturalism; unconditional responsibility and education; educating for participatory democratic citizenship; the pedagogy of peace; logic, rationality, and ethics; connecting teaching to spirituality. Levinas always insisted that his aim was not to provide "a program," and accordingly, it is not the intent of the authors to look in Levinas's texts for a set of guidelines, rules, or precepts to be applied to education. Rather, this study invites educators, and researchers in philosophy and philosophy of education, to a thoughtful and critical reading of Levinas, and to engage with his unique style of analysis and questioning as they uncover with these authors the necessity and the possibility of thinking education anew in terms of ethics, justice, responsibility, hope and faith. (shrink)

A study of love and hate in learning and an argument for why educators might begin with consideration of these psychical dynamics when interpreting the conflictive dreams of education.

Among educational theorists and philosophers there is growing interest in the work of Jacques Derrida and his philosophy of deconstruction. This important new book demonstrates how his work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.