Beginning with a discussion of the Informal Logic Movement and the renewed interest in critical thinking in education, this book critically assesses the work of Robert Ennis, Richard Paul and John McPeck.

A masterful series of interviews with Levinas, conducted by French philosopher Philippe Nemo, which provides a succinct presentation of Levinas's philosophy.

Individual and collective identities always develop in relation to the other as different, and in this process, the otherness is always subjected to the attempts of cultivation/domestication. In the history of European thought, we can recognize three metaphors which express the impossibility of seeing the other as different: the metaphors of The Leper, The Court Fool and The Noble Savage. They developed on the basis of the relationship between the difference and common rationality, which means that a more inclusive relationship (...) to otherness as a conversational ideal could be formed if we were able shift the emphasis of ethical discourse from the universal concept of autonomy to respect for authenticity and to Levinas’s ethics of “the face of the other”. Such a step requires a radical change of discursive practices of all involved in the educational processes. That is why I propose the principle of observing the face of the other as different in both real-life experience and in expressive images of art, as well as the recognition and acceptance of otherness at the very core of our own identity. (shrink)

This book is a reprint of Part II of Dewey and Tufts 1938 version of the Ethics.

A sequel to Levinas' Totality and Infinity.

The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children and young people to develop skills for thinking critically, reflectively and reasonably. By locating the acquisition of such skills within communities of enquiry, the further claim (...) is that engagement with philosophy can foster the development of moral reflection and sensitivity and of social and democratic skills more generally. Claims like these provide a set of arguments for the inclusion of philosophy in the school curriculum that goes well beyond philosophy as just another curricular subject or body of knowledge. The aim of this article is to raise some questions about the conception of education that appears to inform the discussion about the educational use of philosophy. My ambition is to suggest an additional rather than an alternative view about the educational use of philosophy in the hope that this may act as a reminder of a different way in which one can engage with philosophy in educational settings which, in turn, might also act as a reminder of how philosophy might engage with us. The philosophical distinction in which my argument is phrased is that between humanism and post-humanism and the guiding educational concept is that of exposure. (shrink)

Is it possible to apply a theoretical approach to ethics? The French philosopher Catherine Chalier addresses this question with an unusual combination of traditional ethics and continental philosophy. In a powerful argument for the necessity of moral reflection, Chalier counters the notion that morality can be derived from theoretical knowledge. Chalier analyzes the positions of two great moral philosophers, Kant and Levinas. While both are critical of an ethics founded on knowledge, their criticisms spring from distinctly different points of view. (...) Chalier reexamines their conclusions, pitting Levinas against (and with) Kant, to interrogate the very foundations of moral philosophy and moral imperatives. She provides a clear, systematic comparison of their positions on essential ideas such as free will, happiness, freedom, and evil. Although based on a close and elegant presentation of Kant and Levinas, Chalier's book serves as a context for the development of the author's own reflections on the question "What am I supposed to do?" and its continued importance for contemporary philosophy. (shrink)

Teaching Ethics in Schools provides a fresh approach to moral education. Far from prescribing a rigid set of mandated values, codes of conduct, behaviour management plans, or religious instruction, Philip Cam skilfully presents ethical thinking and reasoning as a dynamic and essential aspect of school life. The first section of the book provides a clear introduction to the theoretical premise of reflection and collaborative enquiry. It draws on the history of philosophy in succinct terms, and relates this to contemporary school (...) contexts, to support teachers in their conceptual understanding. In Part Two, an array of activities, exercises and discussion points are provided as stimuli for teachers to adapt and apply across diverse subject areas, throughout all stages of school. The focus lies in preparing students to think reflectively, to question and probe, and ultimately develop their own enhanced capacity for ethical reasoning and considerate behaviour and conduct. Teaching Ethics in Schools shows how an ethical framework forms a natural fit with recent educational trends. It demonstrates how an ethics-based model can influence habits of mind and underpin teaching practices to stimulate ethical enquiry, to encourage students to think for themselves and develop good moral judgment, and to promote social values and beneficial outcomes both within the classroom and beyond. (shrink)

Moral education needs to be distinguished from moral training and to find its way into the school curriculum. It should meet academic standards relating to knowledge and understanding of the moral domain in much the same way as do other areas of study. This paper briefly explores the aims, subject matter and methods of such an undertaking from a philosophical point of view. The approach helps to overcome the common dichotomy in which students are regarded as moral beings so far (...) as their general conduct is concerned and as amoral beings when it comes to the subject matter that they study. When integrated into the curriculum, it brings out the moral aspects of various areas of study and assists students to understand them. (shrink)

This paper concerns the issue of the continual arrival of irregular immigrants in Malta and the problems that ensue. The view generally held is that we need to respond to the needs of irregular immigrants by providing services. However, with reference to some of Jacques Derrida's ideas, I argue in this paper that the other /immigrant is not there for us to respond to by creating services to cater for her needs. Through the presence of the irregular immigrant, we are (...) made to question who we are, and are faced with our own vulnerability. We become 'other' to ourselves. This paper uses Derrida's ideas of tensions, trembling, borders and limited and unlimited hospitality, to lay the way for some suggestions of how the education of children can be influenced. In a time when educational discourse rotates around performativity, this paper suggests that space should be made in education for astonishment, surprise and enigmatic experience. (shrink)

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

"Every other is truly other, but no other is wholly other." This is the claim that Aspects of Alterity defends. Taking up the question of otherness that so fascinates contemporary continental philosophy, this book asks what it means for something or someone to be other than the self. Levinas and those influenced by him point out that the philosophical tradition of the West has generally favored the self at the expense of the other. Such a self-centered perspective never encounters the (...) other qua other, however. In response, postmodern thought insists on the absolute otherness of the other, epitomized by the deconstructive claim "every other is wholly other." But absolute otherness generates problems and aporias of its own. This has led some thinkers to reevaluate the notion of relative otherness in light of the postmodern critique, arguing for a chiastic account that does justice to both the alterity and the similitude of the other. These latter two positions--absolute otherness and a rehabilitated account of relative otherness--are the main contenders in the contemporary debate.The philosophies of Emmanuel Levinas and Gabriel Marcel provide the point of embarkation for coming to understand the two positions on this question. Levinas and Marcel were contemporaries whose philosophies exhibit remarkably similar concern for the other but nevertheless remain fundamentally incompatible. Thus, these two thinkers provide a striking illustration of both the proximity of and the unbridgeable gap between two accounts of otherness.Aspects of Alterity delves into this debate, first in order understand the issues at stake in these two positions and second to determine which description better accounts for the experience of encountering the other.After a thorough assessment and critique of otherness in Levinas's and Marcel's work, including a discussion of the relationship of ethical alterity to theological assumptions, Aspects of Alterity traces the transmission and development of these two conceptions of otherness. Levinas's version of otherness can be seen in the work of Jacques Derrida and John D. Caputo, while Marcel's understanding of otherness influences the work of Paul Ricoeur and Richard Kearney.Ultimately, Aspects of Alterity makes a case for a hermeneutic account of otherness. Otherness itself is not absolute, but is a chiasm of alterity and similitude. Properly articulated, such an account is capable of addressing the legitimate ethical and epistemological concerns that lead thinkers to construe otherness in absolute terms, but without the "absolute aporias" that accompany such a characterization. (shrink)

Teachers are often placed in a space of tensionbetween responding to students as persons andresponding to students through theirinstitutionally-defined roles. Particularlywith respect to eros, which has becomeincreasingly the subject of strictinstitutional legislation and regulation,teachers have little recourse to a language ofresponsibility outside an institutional frame. By studying the significance of communicativeambiguity for responsibility, this paperexplores what is ethically at stake forteachers in erotic forms of communication. Specifically, it is Levinas's own ambiguousunderstanding of the ethical significance oferos, and what we have (...) to learn from it, thatoffers a way of reading the place of eros inresponsibility. I conclude my discussion withsome thoughts on what a renewed understandingof responsibility might mean at the personaland institutional levels. (shrink)

Responsibility is one of the most important attitudes for people in relation to others. Human existence becomes meaningful if it realizes that responsibility for others and one takes it as an invitation to act ethically. Emmanuel Levinas has shared his thoughts on responsibility in his writings and works. Although Levinas’ ethics of responsibility come across as metaphysical, his thinking is radical and touches human’s daily life. The essence of Levinas’ responsibility for the ethical actions of a teacher are: the presence (...) of the student as an existential fact teacher; teachers as saviors for learners; responsibility to the student as the basis of the teacher’s existence; the responsibility of humanizing himself, the responsibility making teachers unique from others; the teacher’s responsibility of concrete and asymmetrical action. Levinas’ concept of responsibility provides inspiration for ethical action for teachers at school. For this reason, teachers need to have an attitude of absolute responsibility towards their student’s lives. (shrink)

In this paper, we suggest the likely effects of the application of Emmanuel Levinas’s philosophy to the care ethic, particularly as it is represented by the author Joan Tronto, one of the most cogent exponents of care ethics.Thus, we ask: does Levinas’s philosophy have enough in common with the care ethic to be able to overlap it and fruitfully address shared issues of pressing importance? And, is Levinas’s philosophy different enough to challenge the care ethic and help it grow in (...) the ways that it must to become a more philosophically recognized and viable perspective? Our answer is affirmative in both regards.This paper does not intend to criticize the philosophy of Levinas on the basis of care ethics but instead lends the care ethic a perspective with the philosophical legitimacy that it has been hitherto lacking.In terms of alterations to the care ethics, we believe first and foremost that, from a Levinasian point of departure, it would be necessary for the care ethic to adopt a greater awareness of asymmetry in the ethical relation, as well as become more future-oriented towards the consequences of the individual agent’s actions. (shrink)

The 'postmodern condition,' in which instrumentalism finally usurps all other considerations, has produced a kind of intellectual paralysis in the world of education. The authors of this book show how such postmodernist thinkers as Derrida, Foucault, and Lyotard illuminate puzzling aspects of education, arguing that educational theory is currently at an impasse. They postulate that we need these new and disturbing ideas in order to "think again" fruitfully and creatively about education.

In this paper, we suggest the likely effects of the application of Emmanuel Levinas’s philosophy to the care ethic, particularly as it is represented by the author Joan Tronto, one of the most cogent exponents of care ethics.Thus, we ask: does Levinas’s philosophy have enough in common with the care ethic to be able to overlap it and fruitfully address shared issues of pressing importance? And, is Levinas’s philosophy different enough to challenge the care ethic and help it grow in (...) the ways that it must to become a more philosophically recognized and viable perspective? Our answer is affirmative in both regards.This paper does not intend to criticize the philosophy of Levinas on the basis of care ethics but instead lends the care ethic a perspective with the philosophical legitimacy that it has been hitherto lacking.In terms of alterations to the care ethics, we believe first and foremost that, from a Levinasian point of departure, it would be necessary for the care ethic to adopt a greater awareness of asymmetry in the ethical relation, as well as become more future-oriented towards the consequences of the individual agent’s actions. (shrink)

_An original philosophical account of relational ontology drawing on the work of Descartes, Kant, Fichte, Hegel, and Heidegger._.