Marx's call for a materialism capable of engaging reality as ‘sensuous human activity’ opens a question about the role of representation in relation to data. Images have increasingly been seen as significant forms of data in the history of education. Derrida's theory of the spectre—a variation on the positions established in his earlier works on the trace, the supplement and differance—offers a way of rethinking visual images, their relations with existing discourses of knowledge and with positioned subjects who makes sense. (...) Two early twentieth-century photographs are explored here in relation to ideas derived from Derrida as an exercise in the philosophy of representation. (shrink)

Marx’s call for a materialism capable of engaging reality as ‘sensuous human activity’ opens a question about the role of representation in relation to data. Images have increasingly been seen as significant forms of data in the history of education. Derrida’s theory of the spectre—a variation on the positions established in his earlier works on the trace, the supplement and differance—offers a way of rethinking visual images, their relations with existing discourses of knowledge and with positioned subjects who makes sense. (...) Two early twentieth-century photographs are explored here in relation to ideas derived from Derrida as an exercise in the philosophy of representation. (shrink)

This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans‐Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the ‘true question’, asking whether it is possible for teachers to ask ‘true questions’. Then, it turns to some concrete ways to rethink educational questioning. Three themes are proposed, themes to keep in mind when educational questions are (...) used: non‐superficiality, humility, and circuitry. (shrink)

This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans‐Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the ‘true question’, asking whether it is possible for teachers to ask ‘true questions’. Then, it turns to some concrete ways to rethink educational questioning. Three themes are proposed, themes to keep in mind when educational questions are (...) used: non‐superficiality, humility, and circuitry. (shrink)

"One of the major works in the development of contemporary criticism and philosophy." -- J. Hillis Miller, Yale University Jacques Derrida's revolutionary theories about deconstruction, phenomenology, psychoanalysis, and structuralism, first voiced in the 1960s, forever changed the face of European and American criticism. The ideas in De la grammatologie sparked lively debates in intellectual circles that included students of literature, philosophy, and the humanities, inspiring these students to ask questions of their disciplines that had previously been considered improper. Thirty years (...) later, the immense influence of Derrida's work is still igniting controversy, thanks in part to Gayatri Spivak's translation, which captures the richness and complexity of the original. This corrected edition adds a new index of the critics and philosophers cited in the text and makes one of contemporary criticism's most indispensable works even more accessible and usable. (shrink)

For this second edition, the editors have returned to Austin's original lecture notes, amending the printed text where it seemed necessary.

This volume reflects Derrida's engagement in the late 1970s with French political debates on the teaching of philosophy and the reform of the French university system. While addressing specific contemporary political issues, the essays deal mainly with much broader concerns. With his typical rigor and spark, Derrida investigates the genealogy of several central concepts which any debate about teaching and the university must confront. Thus there are essays on the 'teaching body', both the faculty corps and the strange interplay in (...) the French tradition between the mind and body of the professor; on the question of age in teaching, analyzed through a famous letter of Hegel; on the class, the classroom, and the socio-economic concept of class in education; on language, especially so-called 'natural languages' like French; and on the legacy of the revolutionary tradition, the Estates General, in the university. (shrink)

On the 20th anniversary of its publication, this classic manifesto is updated with an important new preface by the author. Freire reflects on the impact his book has had, and on many of the issues it raises for readers in the 1990s. These include the fundamental question of liberation and inclusive language as it relates to Freire's own insights and approaches.

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.

This book takes as a premise that Derrida is a profound educational thinker, who from the very beginning concerned himself with questions of pedagogy.