Given present criticisms of contemporary education and leadership practices, this article investigates the ways in which the basic concepts of state freedom and bureaucracy stifle ethics and social justice in educational leadership practices through the philosophical framework of Emmanuel Levinas. By investigating Levinas’ ‘an-archy’, the definition of ethics and justice in school leadership can be reframed towards responsibility to otherness rather than individual freedom. The anarchical ethic of pure responsibility to the Other suggests that educational leaders should prioritize specific acts (...) of responsibility over general actions based on the assumptions of traditional state education. Aspects of transactional, transformational, and social justice leadership are critiqued from this perspective. (shrink)

In this essay, I develop an affective account of subjectivity that draws on two important philosophers within the phenomenological tradition. Many claim that the philosophies of Emmanuel Levinas and Michel Henry are entirely opposed to one another. Levinas is typically thought of as a philosopher of transcendence, while Henry is typically thought of as a philosopher of immanence. By attending to the role that affect plays in the work of both thinkers, I demonstrate that traces of immanence can be located (...) in Levinas, while traces of transcendence can be located in Henry. What this account shows is that the self, because it is affective, is unique and set apart from the world, but also porous and open to being affected by others. (shrink)

Ranging over philosophy, literary theory, social theory, and historiography, this is an ambitious and provocative work that holds profound lessons for how we think about ethics and how we seek to live responsibly.

The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. Unabridged reproduction of (...) the classic 1916 edition. (shrink)

The discourse of twenty-first century learning argues that education should prepare students for successful living in the twenty-first century workplace and society. It challenges all educators with the idea that contemporary education is unable to do so, as it is designed to replicate an industrial age model, essentially rear-focused, rather than future-focused. Future-focused preparation takes account of the startling effect on economy and society caused by rapid technological change, to the extent that the future cannot be accurately predicted. It is (...) a discourse that effectively renders knowledge obsolete, and which relies increasingly on communication technologies and online pedagogies. This is however an education which in some respects deepens the loss of identity characteristic of contemporary times. Thus, it has negative implications for face-to-face interactions in community which underpins the development of democratic practices. This article challenges these futuristic discourses by appealing to two philosophers of the twentieth century, namely Emmanuel Levinas and Paulo Freire. It considers the Levinasian concepts of the Other and the face, and the Freirean concepts of humanisation and critical education to argue that they offer a discourse of possibility and hope. These thinkers enable the argument that, despite rapid change, there are certain attributes and dispositions that transcend time and place, which schools have not only a right, but an obligation to develop. (shrink)

In addition, this volume offers us a much needed critical revaluation of key issues in Levinas's thought which are, more often than not, uncritically ...

'The Levinas Reader' collects, often for the first time in English, essays by Levinas encompassing every aspect of his thought: the early phenomenological studies written under the guidance and inspiration of Husserl and Heidegger; the fully developed ethical critique of such totalizing philosophies; the pioneering texts on the moral dimension to aesthetics; the rich and subtle readings of the Talmud which are an exemplary model of an ethical, transcendental philosophy at work; the admirable meditations on current political issues.

An introduction to the ethical and ontological import of Levinas' philosophy.

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