Based on ten years of research, The Touch of the Past considers how historically traumatic events uniquely summon forgetting and remembrance. Within a specific focus on events of systemic mass violence, Roger Simon examines how testimonies of historic events influence learning as communities struggle with "difficult histories." The Touch of the Past is a serious and compelling contribution to research in education, historical consciousness, and memory/trauma studies.

This volume is a perfect guide for students of the great philosopher and for a broader general audience seeking an introduction to Rosenzwieg's ideas.

While it is impossible to transfigurephilosophical and Judaic thought of EmmanuelLevinas into a moral agenda for education orthe programmatic regularities of a pedagogicalmethodology, this paper argues for theimportance of his work for re-openingeducational questions. These questions engagethe problem of what it could mean to livehistorically, to live within an uprightattentiveness to traces of those who haveinhabited times and places other than one'sown. In this sense, I address the problem ofremembrance as a question of and for history,as a force of inhabitation, (...) as an inheritance weare obligated to live within, that intertwineswith our sense of limits and possibilities,hopes and fears, identities and distinctions.Substantively, this problem is manifest in howone attends to the experiences of others: howone reads, how one views, and how one listens,always historically specific normalizedpractices that in any given epoch are ingrainedin what it means to live in consort withothers, to live as though the lives of otherpeople mattered. The paper seeks to display thefecundity of the thought of Levinas forre-thinking such issues. (shrink)

Using insights from the tradition of via negativa and the work of Emmanuel Levinas, this paper proposes that unknowability can occupy an important place in teaching and learning, a place that embraces the unknowable in general, as well as the unknowable Other, in particular. It is argued that turning toward both via negativa and Levinas offers us an alternative to conceptualizing the roles of the ethical and the unknowable in educational praxis. This analysis can open possibilities to transform how educators (...) think about the goals of education in two important ways. First, creating spaces for embracing unknowing in educational settings is an act of ethical responsibility that recovers a sense of the Other and his/her uniqueness. Second, rethinking the value of unknowing in the classroom may inspire in students and teachers a sense of vigilance, responsibility and witnessing. Unknowing is an act of embracing otherness and presents a curious element of redemption; in the lack of knowledge, the meaning of its absence is found. (shrink)

This paper seeks to articulate the significance of an intimate connection that exists between faces and images. It argues that the manner in which images face us – a picture's turning toward a viewer – is the primary condition of its meaningfulness. The article explicates the significance of an image's facing through a dialogue with Emmanuel Levinas's philosophical understanding of the human face. The analogy I draw between Levinas's notion of the face and the facing of images runs against predominant (...) readings of Levinas which emphasize the Levinasian ambivalence, not to say hostility, toward the visual, and the clear opposition he makes between the face's infinity and the finite and objectifying essence of images. My aim, however, is to show that there is an interesting sense in which Levinas's reflections on the human face offer, perhaps in spite of Levinas, a crucial prism for approaching pictures: I show that the Levinasian face can be understood in a manner that illuminates a dimension of alterity in pictures, one that remains uncontainable and, as such, questions the responsibility of the interpreter and opens up the ethical depth of the image. As a central case study, I turn to a series of provocative graffiti images, chimeric animal-human faces, which were created by Klone, a Tel Aviv-based street artist. (shrink)

The Thought of Death and the Memory of War examines the career of Martin Heidegger’s concept of Being-toward-death. For Heidegger, the thought of death, the confrontation with the anxiety of death, reveals the path to a life authentically lived. His analysis of Being-toward-death exercised enormous influence over subsequent thinkers, from Sartre to Derrida, who both admired the power and originality of his thinking, but were confounded by its glaring oversight: the trenches and killing fields of a war that had reached (...) its culmination less than ten years before Being and Time’s publication in 1927. Even more glaring was Heidegger’s resolute and dismaying silence regarding the Holocaust in the years following World War II. Marc Crépon examines the efforts of philosophers and writers – Sartre, Levinas, Patocka, Ricœur, Semprun, and Derrida – to contend critically with Heidegger’s thought of death. But Crépon’s project is not simply or even primarily one of intellectual history. Critical engagement with Heidegger’s Being-toward-death reveals the extent to which political frontiers are grounded in mourning and in the demarcation between those who must be mourned and those whose deaths can be overlooked and ignored. The thought of death thus enables us to discern the contours of a moral and political community that, grounded in our shared mortality, is universal in its extension. The book concludes by examining how the media’s representations of death maintain the frontiers of mourning and thus “eclipse,” hide, or discourage the thought of death. (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.

Although Franz Rosenzweig is arguably the most important Jewish philosopher of the twentieth century, his thought remains little understood. Here, Leora Batnitzky argues that Rosenzweig's redirection of German-Jewish ethical monotheism anticipates and challenges contemporary trends in religious studies, ethics, philosophy, anthropology, theology, and biblical studies.This text, which captures the hermeneutical movement of Rosenzweig's corpus, is the first to consider the full import of the cultural criticism articulated in his writings on the modern meanings of art, language, ethics, and national identity. (...) In the process, the book solves significant conundrums about Rosenzweig's relation to German idealism, to other major Jewish thinkers, to Jewish political life, and to Christianity, and brings Rosenzweig into conversation with key contemporary thinkers.Drawing on Rosenzweig's view that Judaism's ban on idolatry is the crucial intellectual and spiritual resource available to respond to the social implications of human finitude, Batnitzky interrogates idolatry as a modern possibility. Her analysis speaks not only to the question of Judaism's relationship to modernity, but also to the generic question of the present's relationship to the past--a subject of great importance to anyone contemplating the modern statuses of religious tradition, reason, science, and historical inquiry. By way of Rosenzweig, Batnitzky argues that contemporary philosophers and ethicists must relearn their approaches to religious traditions and texts to address today's central ethical problems. (shrink)