I should like to thank Professor Rorty for the care that he took in replying to my question and for kindly remembering that we had a similar discussion before. Although I do not recall all the details of that exchange1, I remember leaving him as puzzled as I am now by his renewed impression that my resistance to part of his work has a Levinasian provenance. Hence I could only welcome the invitation by the editors of Ethical Perspectives to include (...) in this issue an English translation of a recent piece in which I tried to clarify my resistance to Levinas.Oddly enough, as will become clear in the course of the following pages, at least part of my opposition to Levinas seems to be motivated by an attempt to do justice to what I consider to be Rorty’s major point in his Contingency, Irony and Solidarity: the idea that people are dependent on what he there aptly calls ‘final vocabularies’ — the set of words to which they have recourse when trying to justify their actions or their beliefs or even the meaning of their lives. Such vocabularies, I take it, were not meant to be ‘final’ in the sense that they could never change, but “in the sense that if doubt is cast on the worth of these words, their user has no non-circular argumentative recourse”.Hence Rorty’s idea that, as he puts it in the present paper, the West in approaching the non-West should “get rid of rationalistic rhetoric” and rather think of itself as “someone with an instructive story to tell.” The West, that is, should not give up what Rorty believes to be of prime importance in its own story , but merely detach from it that part which Rorty thinks it doesn’t need in order to remain in touch with that story and which can only cause embarrassment to those who find themselves in other stories.The story of the West is for Rorty but another final vocabulary — and thus, as they all are, a “product of time and chance” — but the realization of this contingency should not lead to the ironist’s conclusion that what is contingent is not worth living for. Since Rorty thinks that contingency does not exclude commitment, he finds himself at odds both with the ironist’s despair that there is nothing which is not contingent, and with the ‘metaphysician’s’ hope that we could still get in touch with something ‘bigger than us’. (shrink)

Why is the human imagination to blame for the worst crimes of the twentieth century? Why is progress a pernicious myth? Why is contemporary atheism just a hangover from Christian faith? John Gray, author of Straw Dogsand Black Mass, is one of the most original and iconoclastic thinkers of our time. In this pugnacious and brilliantly readable collection of essays from across his career, he smashes through humanity's most cherished beliefs to overturn our view of the world, and our place (...) in it. 'If humans are different from other animals it is chiefly in being governed by myths, which are not creations of the will but creatures of the imagination.' 'No traditional myth is as untruthful as the modern myth of progress. All prevailing philosophies embody the fiction that human life can be altered at will. Better aim for the impossible, they say, than submit to fate. Invariably, the result is a cult of human self-assertion that soon ends in farce.'. (shrink)

Introduction: Talking 'bout my generation -- Part I: Looking for difference -- Levinas, multiculturalism, and us -- In respectful contempt : Heidegger, appropriation, facticity -- Whistling in the dark : two approaches to anxiety -- Part II: After Levinas -- The price of being dispossessed : Levinas' God and Freud's trauma -- The mortality of the transcendent : Levinas and evil -- Is ethics fundamental? : questioning Levinas on irresponsibility -- Part III: After Heidegger -- Intransitive facticity : a question (...) to Heidegger -- Demons and the demonic : Kierkegaard and Heidegger on anxiety and sexual difference -- Dissensus communis : how to keep silent "after" Lyotard -- Conclusion: In search of visibility. (shrink)

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the (...) protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity. (shrink)

This essay examines the educational opportunities of people in poverty who receive social welfare assistance. The dominant political theory underlying social policy (including education policy) in the United States has evolved from 1960s and 1970s welfare liberalism into 1980s and 1990s style neo-conservatism—a theory that embraces principles of the market and individual liberty as paramount social values. Against this backdrop, I review two recent books that provide compelling evidence for this turn and I call for increased understanding of the relationship (...) between social welfare policies and higher education opportunities for those in poverty. (shrink)