Discusses the nature of thought and volition, examines past philosophical theories, and clarifies the relation between will and freedom.

The present volume brings Arendt's notes for these lectures together with other of her texts on the topic of judging and provides important clues to the likely direction of Arendt's thinking in this area.

"Recounts the story of Joseph Jacotot" -- vii.

Like a navigator, Derrida sets out from a Europe that has always defined itself as the capital of culture, the headland of thought, in whose name and for whose benefit exploration of other lands, other peoples, and other ways of thinking ...

This brings together five pieces written by Jacques Derrida as extended lectures. The most important theme is Derrida's redefinition of speech acts and the 'event' as a particular kind of performative. The effects of globalization and mechanization, along with arising issues, provide a second constellation of themes. The first four essays involve a specific act of speech: the lie, the excuse, perjury and profession. The last two essays continue Derrida's powerful series of meditations on professional and institutional questions. The final (...) essay, 'Psychoanalysis Searches the States of Its Soul', confronts the task facing psychoanalysis today: coming to terms in new ways with worldwide cruelty and accommodating itself to the modern juridical concepts of crime against humanity. The phrase 'without alibi' (alibi, of course, being another speech act) is used throughout the essay as a leitmotif indicating that the responsibility psychoanalysis has to respond to globalization cannot be evaded. (shrink)

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)

Le modèle européen, après une histoire médiévale riche et complexe, est devenu prévalent, c'est-à-dire classique, depuis deux siècles dans les Etats démocratiques. L'université devrait alors connaître, selon l'auteur, la liberté inconditionnelle de questionnement et de proposition.

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)