Nietzsche called The Gay Science "the most personal of all my books." It was here that he first proclaimed the death of God -- to which a large part of the book is devoted -- and his doctrine of the eternal recurrence. Walter Kaufmann's commentary, with its many quotations from previously untranslated letters, brings to life Nietzsche as a human being and illuminates his philosophy. The book contains some of Nietzsche's most sustained discussions of art and morality, knowledge and truth, (...) the intellectual conscience and the origin of logic. Most of the book was written just before Thus Spoke Zarathustra, the last part five years later, after Beyond Good and Evil. We encounter Zarathustra in these pages as well as many of Nietzsche's most interesting philosophical ideas and the largest collection of his own poetry that he himself ever published. Walter Kaufmann's English versions of Nietzsche represent one of the major translation enterprises of our time. He is the first philosopher to have translated Nietzsche's major works, and never before has a single translator given us so much of Nietzsche. (shrink)

The question concerning technology.--The turning.--The word of Nietzsche: "God is dead."--The age of the world picture.--Science and reflection.

In the 1960s a radical concept emerged from the great French thinker Jacques Derrida. Read the book that changed the way we think; read "Writing and Difference," the classic introduction.

Friedrich Nietzsche is one of the most influential thinkers of the past 150 years and On the Genealogy of Morality (1887) is his most important work on ethics and politics. A polemical contribution to moral and political theory, it offers a critique of moral values and traces the historical evolution of concepts such as guilt, conscience, responsibility, law and justice. This is a revised and updated edition of one of the most successful volumes to appear in Cambridge Texts in the (...) History of Political Thought. Keith Ansell-Pearson has modified his introduction to Nietzsche's classic text, and Carol Diethe has incorporated a number of changes to the translation itself, reflecting the considerable advances in our understanding of Nietzsche in the twelve years since this edition first appeared. In this new guise the Cambridge Texts edition of Nietzsche's Genealogy should continue to enjoy widespread adoption, at both undergraduate and graduate level. (shrink)

What has philosophy to do with the poor? If, as has often been supposed, the poor have no time for philosophy, then why have philosophers always made time for them? Why is the history of philosophy—from Plato to Karl Marx to Jean-Paul Sartre to Pierre Bourdieu—the history of so many figures of the poor: plebes, men of iron, the demos, artisans, common people, proletarians, the masses? Why have philosophers made the shoemaker, in particular, a remarkably ubiquitous presence in this history? (...) Does philosophy itself depend on this thinking about the poor? If so, can it ever refrain from thinking for them? Jacques Rancière’s The Philosopher and His Poor meditates on these questions in close readings of major texts of Western thought in which the poor have played a leading role—sometimes as the objects of philosophical analysis, sometimes as illustrations of philosophical argument. Published in France in 1983 and made available here for the first time in English, this consummate study assesses the consequences for Marx, Sartre, and Bourdieu of Plato’s admonition that workers should do “nothing else” than their own work. It offers innovative readings of these thinkers’ struggles to elaborate a philosophy of the poor. Presenting a left critique of Bourdieu, the terms of which are largely unknown to an English-language readership, The Philosopher and His Poor remains remarkably timely twenty years after its initial publication. (shrink)

This collection of texts (originally published in German under the title Holzwege) is Heidegger's first post-war book and contains some of the major expositions of his later philosophy. Of particular note are 'The Origin of the Work of Art', perhaps the most discussed of all of Heidegger's essays, and 'Nietzsche's Word 'God is Dead',' which sums up a decade of Nietzsche research. Although translations of the essays have appeared individually in a variety of places, this is the first English translation (...) to bring them all together as Heidegger intended. The text is taken from the last edition of the work, which contains the author's final corrections together with important marginal annotations that provide considerable insight into the development of his thought. This fresh and accurate new translation will be an invaluable resource for all students of Heidegger, whether they work in philosophy, literary theory, religious studies, or intellectual history. (shrink)

A sequel to Levinas's Totality and Infinity, this work is generally considered Levinas's most important contribution to the contemporary debate surrounding the closure of metaphysical discourse, much commented upon by Jacques Derrida. This work contains a fundamentally original theory of the ethical relationship and describes the face-to-face relationship, sensibility, responsibility and speech. Renowned Levinas scholar Richard A. Cohen has contributed a new foreword to this edition of Otherwise than Being, which is also the first time the work is available in (...) an affordable paperback edition. This foreword, along with Alphonso Lingis's extensive introduction to the work, is a valuable tool for researchers and students of Levinas's philosophy. (shrink)

"In this densely imbricated volume Derrida pursues his devoted, relentless dismantling of the philosophical tradition, the tradition of Plato, Kant, Hegel, Nietzsche, Husserl, Heidegger--each dealt with in one or more of the essays. There are essays too on linguistics (Saussure, Benveniste, Austin) and on the nature of metaphor ("White Mythology"), the latter with important implications for literary theory. Derrida is fully in control of a dazzling stylistic register in this book--a source of true illumination for those prepared to follow his (...) arduous path. Bass is a superb translator and annotator. His notes on the multilingual allusions and puns are a great service."--Alexander Gelley, Library Journal. (shrink)

In this essay I suggest that Heidegger’s Being and Time provides a ground for ethics in the notion of Dasein’s ‘Being-guilty.’ Being-guilty is not a ground for ethics in the sense of a demonstration of the moral ‘ought’ or a refutation of moral skepticism. Rather, Being-guilty serves as a foundation for ethical life in a way uniquely suited to a phenomenological form of ethics, a way that clarifies, from a phenomenological point of view, why the traditional approach to ethics is (...) misguided. The traditional attempt to ground ethics through demonstration or refutation depends upon a misunderstanding of obligation as an imposition that is distinct from, and inflicted upon, the subject in a way that is in need of justification. Heidegger’s conception of Being-guilty, on the contrary, identifies the basis of moral obligation in a form of primary selfobligation that is constitutive of human nature, rather than an imposition upon it. Although primordial guilt or self-obligation does not justify ethical obligation, it does ‘ground’ ethics. For it is the primary source and support of our ethical activity in two distinct senses. First, it serves as the condition for the possibility of our indebtedness to others—it enables us to be morally obligated. It enables moral obligation towards others by determining Dasein as ontologically indebted to care for its own being—a being which is, in turn, ontologically determined as care for others. Second, Being-guilty provides a criterion for distinguishing what we call ethical and unethical behavior. Ethical behavior is distinguished according to the appropriateness of one’s care for the other according to proper recognition of the nature of the Other’s Being as Dasein. (shrink)

The new further education, characterised by managerialism, accounting systems and the packaging of learning, has brought about far-reaching changes for staff and students, changes that can broadly be understood in terms of technology. This paper seeks to gain a new perspective on this through a consideration of Heidegger’s exploration of techne and of the pathologies of technology. The various responses that Heidegger advocates in the face of technology are then related to possibilities of good practice in technical and further education. (...) The discussion involves questions concerning work and language, especially as these arise in conditions of postmodernity. (shrink)

Contemporary education now appears to be dominated by the continual drive for improvement measured against the assessment of what students have learned. It is our contention that a foundational relation with assessment organises contemporary education. Here we draw on a 'way of thinking' that is deconstructive in its intent. Such thinking makes clear the vicious circularity of the argument for improvement, wherein assessment valorised in discourses of improvement provides not only a rationalisation for improvement via assessment, but also the very (...) means of achieving such possibilities via targets grounded in limited specifications of assessment. On reading Heidegger's 'question concerning technology' we sought to reconsider the vicious circle of improvement in relation to Being. We claim that the means-ends driven technology of assessment, rather than being at our disposal and under our control, only serves to reveals the Real to us in accordance with the restricting principle of reason. The principle of reason, we argue, grounds 'Enframing' that ranks and orders the very beings of education as objects to produce an objective 'world as picture', rather than opening the possibility of their identity as belongings with a movement of difference. So, 'improvement' becomes normative and binding for institutions and practices on grounds of the principle of assessment, and renders agents of education as functionaries of 'Enframing'. (shrink)

A revised translation of Heidegger's most important work.

The Blackwell Companion to Heidegger is a complete guide to the work and thought of Martin Heidegger, one of the most influential philosophers of the twentieth century. Considers the most important elements of Heidegger’s intellectual biography, including his notorious involvement with National Socialism Provides a systematic and comprehensive exploration of Heidegger’s work One of the few books on Heidegger to cover his later work as well as Being and Time Includes key critical responses to Heidegger’s philosophy Contributors include many of (...) the leading interpreters of, and commentators on, the work of Heidegger. (shrink)

This book explores contrasting conceptions of "language and its limits". Aspects of the prevailing positivism are criticized and this extends to an examination of the wayward use of language in education (with particular reference to the language of curriculum planning and policy making). The account of language provides the basis for a critique of contemporary ideas of the self. This in turn leads to a challenging of the centrality of agency and of the idea of autonomy. The positive thesis is (...) an elaboration of the idea of receptiveness and the transcendence of the self in terms particularly of humility, attention and wonder. The book draws on the work of Heidegger and Wittgenstein, and explores much neglected aspects of their relationship. (shrink)

Contemporary education now appears to be dominated by the continual drive for improvement measured against the assessment of what students have learned. It is our contention that a foundational relation with assessment organises contemporary education. Here we draw on a ‘way of thinking’ that is deconstructive in its intent. Such thinking makes clear the vicious circularity of the argument for improvement, wherein assessment valorised in discourses of improvement provides not only a rationalisation for improvement via assessment, but also the very (...) means of achieving such possibilities via targets grounded in limited specifications of assessment. On reading Heidegger's ‘question concerning technology’ we sought to reconsider the vicious circle of improvement in relation to Being. We claim that the means‐ends driven technology of assessment, rather than being at our disposal and under our control, only serves to reveals the Real to us in accordance with the restricting principle of reason. The principle of reason, we argue, grounds ‘Enframing’ that ranks and orders the very beings of education as objects to produce an objective ‘world as picture’, rather than opening the possibility of their identity as belongings with a movement of difference. So, ‘improvement’ becomes normative and binding for institutions and practices on grounds of the principle of assessment, and renders agents of education as functionaries of ‘Enframing’. (shrink)

Emmanuel Levinas is one of the most important figures of twentieth-century philosophy. Exerting a profound influence upon such thinkers as Derrida, Lyotard, Blanchot, and Irigaray, Levinas's work bridges several major gaps in the evolution of continental philosophy--between modern and postmodern, phenomenology and poststructuralism, ethics and ontology. He is credited with having spurred a revitalized interest in ethics-based philosophy throughout Europe and America. _Entre Nous_ (Between Us) is the culmination of Levinas's philosophy. Published in France a few years before his death, (...) it gathers his most important work and reveals the development of his thought over nearly forty years of committed inquiry. Along with several trenchant interviews published here, these essays engage with issues of suffering, love, religion, culture, justice, human rights, and legal theory. Taken together, they constitute a key to Levinas's ideas on the ethical dimensions of otherness. Working from the phenomenological method of Edmund Husserl and Martin Heidegger, Levinas pushed beyond the limits of their framework to argue that it is ethics, not ontology, that orients philosophy, and that responsibility precedes reasoning. Ethics for Levinas means responsibility in relation to difference. Throughout his work, Levinas returns to the metaphor of the face of the other to discuss how and where responsibility enters our lives and makes philosophy necessary. For Levinas, ethics begins with our face to face interaction with another person--seeing that person not as a reflection of one's self, nor as a threat, but as different and greater than self. Levinas moves the reader to recognize the implications of this interaction: our abiding responsibility for the other, and our concern with the other's suffering and death. Situated at the crossroads of several philosophical schools and approaches, Levinas's work illuminates a host of critical issues and has found resonances among students and scholars of literature, law, religion, and politics. _Entre Nous_ is at once the apotheosis of his work and an accessible introduction to it. In the end, Levinas's urgent meditations upon the face of the other suggest a new foundation upon which to grasp the nature of good and evil in the tangled skein of our lives. (shrink)

This book calls for a distinction between dangerous, elitist, hierarchizing myths such as Heidegger's and salutary, liberative, empowering myths that foster the humility of justice.

This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the (...) maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school. (shrink)

In this paper I explore the question of how toapproach the writings of Emmanuel Levinas fromthe point of view of education. I argue thatLevinas has challenged the modern conception ofsubjectivity which underpins modern education.Instead of providing a new conception ofsubjectivity, his work should be understood asan attempt to account for the awakening of theuniqueness of the subject in ethical terms. Thecentral idea is that we come into presencethrough responding, through taking up – or notdenying – the undeniable responsibility whichprecedes our (...) subjectivity. Levinas not onlyprovides us with a new way to `understand'subjectivity. `Responding' also suggests a wayto approach Levinas's writings that goes beyondthe simple application of his `truths' toeducational practice. Levinas's writingschallenge their reader to articulate a unique,unprecedented response. It is argued that thepapers to which this paper is a response alldisplay this approach to Levinas's writings. Itis further argued that `responding' is not onlya way to read Levinas, but ultimately a way tothink about education itself. To learn (fromLevinas) is to respond (to Levinas). (shrink)

This article provides somephilosophical ``groundwork'' for contemporary debatesabout the status of the idea(l) of critical thinking.The major part of the article consists of a discussionof three conceptions of ``criticality,'' viz., criticaldogmatism, transcendental critique (Karl-Otto Apel),and deconstruction (Jacques Derrida). It is shown thatthese conceptions not only differ in their answer tothe question what it is ``to be critical.'' They alsoprovide different justifications for critique andhence different answers to the question what giveseach of them the ``right'' to be critical. It is arguedthat (...) while transcendental critique is able to solvesome of the problems of the dogmatic approach tocriticality, deconstruction provides the most coherentand self-reflexive conception of critique. A crucialcharacteristic of the deconstructive style of critiqueis that this style is not motivated by the truth ofthe criterion (as in critical dogmatism) or by acertain conception of rationality (as intranscendental critique), but rather by a concern forjustice. It is suggested that this concern should becentral to any redescription of the idea(l) ofcritical thinking. (shrink)

Continuity and difference in Heidegger's sophist -- To think as mortals : Heidegger and the finitude of philosophical existence -- The contingency of freedom : Heidegger reading Kant -- Dimension and difference : from undifferentiatedness to singularity -- Heidegger and Weyl on the question of continuity -- The experience of language as such.

This English translation—the first since 1909—restores Human, All Too Human to its proper central position in the Nietzsche canon. First published in 1878, the book marks the philosophical coming of age of Friedrich Nietzsche. In it he rejects the romanticism of his early work, influenced by Wagner and Schopenhauer, and looks to enlightened reason and science. The "Free Spirit" enters, untrammeled by all accepted conventions, a precursor of Zarathustra. The result is 638 stunning aphorisms about everything under and above the (...) sun. (shrink)

Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.

The new further education, characterised by managerialism, accounting systems and the packaging of learning, has brought about far-reaching changes for staff and students, changes that can broadly be understood in terms of technology. This paper seeks to gain a new perspective on this through a consideration of Heidegger’s exploration of techne and of the pathologies of technology. The various responses that Heidegger advocates in the face of technology are then related to possibilities of good practice in technical and further education. (...) The discussion involves questions concerning work and language, especially as these arise in conditions of postmodernity. (shrink)

Stambaugh (philosophy, City U. of New York) elucidates one of the central themes in the work of German philosopher Martin Heidegger (1889-1976), based on her talks with him, and on her extensive study of his works, several of which she has ...

Winner of 2002 Edward Goodwin Ballard Prize In a penetrating and lucid discussion of the enigmatic relationship between the work of Edmund Husserl and Martin Heidegger, Steven Galt Crowell proposes that the distinguishing feature of twentieth-century philosophy is not so much its emphasis on language as its concern with meaning. Arguing that transcendental phenomenology is indispensable to the philosophical explanation of the space of meaning, Crowell shows how a proper understanding of both Husserl and Heidegger reveals the distinctive contributions of (...) each to that ongoing phenomenological project. (shrink)

Written by one of the pre-eminent interpreters of Heidegger, this book is an important statement about the basis of human sociability that is a major contribution to the continuing debates about Heidegger in particular, and ethics in general. Existential philosophy is often thought to promote moral nihilism in which everything is permitted. This book demonstrates that, in the case of Martin Heidegger, any such accusation is unjust. On the contrary, Heidegger thought seriously about the implications of human co-existence, and this (...) book shows that conceptions of trust and responsibility that lie at the very heart of morality are to be found in the sketch of Mitsein - our being together with one another in the world - offered in Being and Time. That Heidegger never developed these conceptions may explain why they have been overlooked, but renders them no less important for that. (shrink)

In Critique and Disclosure, Nikolas Kompridis argues provocatively for a richer and more time-responsive critical theory. He calls for a shift in the normative and critical emphasis of critical theory from the narrow concern with rules and procedures of Jürgen Habermas's model to a change-enabling disclosure of possibility and the enlargement of meaning. Kompridis contrasts two visions of critical theory's role and purpose in the world: one that restricts itself to the normative clarification of the procedures by which moral and (...) political questions should be settled and an alternative rendering that conceives of itself as a possibility-disclosing practice. At the center of this resituation of critical theory is a normatively reformulated interpretation of Martin Heidegger's idea of "disclosure" or "world disclosure." In this regard Kompridis reconnects critical theory to its normative and conceptual sources in the German philosophical tradition and sets it within a romantic tradition of philosophical critique.Drawing not only on his sustained critical engagement with the thought of Habermas and Heidegger but also on the work of other philosophers including Wittgenstein, Cavell, Gadamer, and Benjamin, Kompridis argues that critical theory must, in light of modernity's time-consciousness, understand itself as fully situated in its time--in an ever-shifting and open-ended horizon of possibilities, to which it must respond by disclosing alternative ways of thinking and acting. His innovative and original argument will serve to move the debate over the future of critical studies forward--beyond simple antinomies to a consideration of, as he puts it, "what critical theory should be if it is to have a future worthy of its past.". (shrink)

Phenomenologists find themselves in the unusual position of attempting to describe non-sensuously phenomenal phenomena. Intentionality is one such oddity. It is not sensuously phenomenal, yet Husserl and Heidegger both purport to be able to “read off” its necessary features. Both were well aware that such an enterprise has its difficulties. The primary difficulty is how to make intentionality into an “object.” To do so, a method for directing our “phenomenological vision” is necessary. Heidegger, however, is unable to utilise Husserl’s methods (...) for this purpose. Since the phenomenological method must “follow its matter,” and Heidegger’s matter is different from Husserl’s, Heidegger cannot merely adopt Husserl’s methods. Thus, Heidegger must develop a new method to investigate intentionality. In this paper, I show the ways in which Heidegger’s conception of intentionality diverged from Husserl’s while retaining its core sense, and why intentionality poses particularly difficult methodological problems. Finally, I investigate the new methods Heidegger develops (c. 1925–28) to deal with theseproblems—categorial intuition, a reformulated version of the reduction, and a form of objectification—and why each of these methods fails. (shrink)

The Principle of Reason, the text of an important and influential lecture course that Martin Heidegger gave in 1955–56, takes as its focal point Leibniz’s principle: nothing is without reason.

This chapter contains sections titled: Heidegger's Early Life and Early Work.

The purpose of this article is to examine two philosophical accounts of thinking—yet examine them anew by considering what I take to be their under-examined relationship. These are the accounts of Gilbert Ryle and Martin Heidegger. It is often supposed that these two philosophers belong to differing, even conflicting, philosophical traditions. However, this article will seek to demonstrate that an unrecognised affinity exists between them on account of their shared endeavour to venture ahead of the ‘beaten tracks’ of Modern Philosophy. (...) In this way, I will seek to challenge a number of preconceptions that inform the way these thinkers are interpreted and utilised by philosophers of education—particularly preconceptions about Ryle that appear to be active in much ‘thinking skills’ literature. Through exploring certain under-attended-to aspects of Ryle's work this article will seek to offer a renewed investigation into these two philosophical accounts of thinking, in terms of both their limitations and the ways of thinking they open. (shrink)