_Gravity and Grace_ shows Weil's religious thoughts and ideas, drawn from many sources - Christian, Jewish, Indian, Greek and Hindu - and focusing on suffering and redemption. It brings the reader face to face with the profoundest levels of existence as Weil explores the relationship of the human condition to the realm of the transcendent.

One of the most influential works of this century, The Myth of Sisyphus and Other Essays is a crucial exposition of existentialist thought. Influenced by works such as Don Juan and the novels of Kafka, these essays begin with a meditation on suicide; the question of living or not living in a universe devoid of order or meaning. With lyric eloquence, Albert Camus brilliantly posits a way out of despair, reaffirming the value of personal existence, and the possibility of life (...) lived with dignity and authenticity. (shrink)

A sequel to Levinas' Totality and Infinity.

Gravity and Grace was the first ever publication by the remarkable thinker and activist, Simone Weil. In it Gustave Thibon, the priest to whom she had entrusted her notebooks before her untimely death, compiled in one remarkable volume a compendium of her writings that have become a source of spiritual guidance and wisdom for countless individuals.

Emerging from thought-provoking discussions and correspondence Simone Weil had with the Reverend Father Perrin, this classic collection of essays contains her most profound meditations on the relationship of human life to the realm of the transcendant.An enlightening introduction by Leslie Fiedler examines Weil's extraordinary roles as a philosophy teacher turned mystic. "One of the most neglected resources of our century ", Waiting for God will continue to influence spiritual and political thought for centuries to come.

Genesis 4: [1] Adam lay with his wife Eve, and she became pregnant and gave birth to Cain. She said, “With the help of the Lord I have brought forth a man.” [2] Later she gave birth to his brother Abel. Now Abel kept flocks, and Cain worked the soil. [3] In the course of time Cain brought some of the fruits of the soil as an offering to the Lord. [4] But Abel brought fat portions from some of the (...) firstborn of his flock. The Lord looked with favor on Abel and his offering, [5] but on Cain and his offering he did not look with favor. So Cain was very angry, and his face was downcast. [6] Then the Lord said to Cain, “Why are you angry? Why is your face downcast? [7] If you do what is right, will you not be accepted? But if you do not do what is right, sin is crouching at your door; it desires to have you, but you must master it.” [8] Now Cain said to his brother Abel, “Let’s go out to the field.” And while they were in the field, Cain attacked his brother Abel and killed him. [9] Then the Lord said to Cain, “Where is your brother Abel?” “I don’t know,” he replied. “Am I my brother’s keeper?” [10] The Lord said, “What have you done? Listen! Your brother’s blood cries out to me from the ground. [11] Now you are under a curse and driven from the ground, which opened its mouth to receive your brot her’s blood from your hand. [12] When you work the ground, it will no longer yield its crops for you. You will be a restless wanderer on the earth.”. (shrink)

In today’s world we appear to place a premium on happiness. Happiness is often portrayed, directly or indirectly, as one of the key aims of education. To suggest that education is concerned with promoting unhappiness or even despair would, in many contexts, seem outlandish. This paper challenges these widely held views. Focusing on the work of the great Russian writer, Fyodor Dostoevsky, I argue that despair, the origins of which lie in our reflective consciousness, is a defining feature of human (...) life. Education, I maintain, should not be seen as a flight from despair but as a process of deepening our understanding of suffering and its potentially pivotal role in our humanisation. In developing these ideas, I draw on Kierkegaard’s The Sickness Unto Death and Unamuno’s The Tragic Sense of Life in Men and Nations, among other sources. (shrink)

Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus’ short novel, The Fall. The Fall, through the character and words of Jean‐Baptiste Clamence, prompts readers to reflect deeply on themselves, their motivations and commitments, and their relations with others. This paper discusses the origin and structure of (...) the book, identifies some of its key philosophical themes, and explores some of its educational implications. (shrink)

The work of the French thinker Simone Weil has exerted an important influence on scholars in a wide range of fields. To date, however, her writings have attracted comparatively little interest from educationists. This article discusses some of the key concepts in Weil’s philosophy — gravity, grace, decreation, and attention — and assesses their significance for the arts and humanities in higher education.

In Totality and Infinity Levinas presents the 'face to face' as an account of intersubjectivity, but one which maintains the absolute difference of the Other. This essay explores the genesis of the 'face to face' through a discussion of Levinas in relation to Buber. It is argued that Levinas' account of subjectivity shares much in common with Fichte's theory of subjectivity. It is further argued that while the 'face to face' clarifies and opposes traditional problems in social ontology, the 'face (...) to face' is unable to avoid the traditional problems of social ontology that it seeks to avoid. (shrink)

The essay draws on a little-known fragment from M.M. Bakhtin’s Draft Exercise Notebooks of 1943 to highlight both the affinities and the divergences of the respective philosophical projects of Bakhtin and Emmanuel Levinas. The first part of the discussion follows their parallel itineraries through several points of convergence, from a sense of profound philosophical disenchantment to a conception of the ethical subject as living on borderlines, facing the other, irremediably vulnerable and infinitely responsible. The second part focuses on the “dialogic (...) impasse” and its attempted resolution through gestures of triangulation, evidenced in Levinas’s “third” and Bakhtin’s “superaddresee.” The third part of the discussion, beginning with Bakhtin’s and Levinas’s different readings of Dostoevsky, focuses on the ultimate divergence of their philosophical positions, and suggests that Bakhtin’s discursive conception of subjectivity may point the direction towards a more viable thinking of a post-metaphysical ethics. (shrink)

Sartre's Resistance myth, The Flies, and Camus's contemporaneous modern tragedy, The Misunderstanding, show remarkable similarities in conception, composition, themes, characters, relationships and intrigue. However, from the moment when the plots converge—each protagonist choosing to remain in his precarious new situation—they also diverge diametrically: Camus's Jan is doomed to reified passivity and death; Sartre's Oreste is galvanised into decisive action and new life. Does Camus's orientation toward nihilistic despair translate a negative assessment of his war-time role as an intellectual, and Sartre's (...) much more positive disposition equally represent his affirmation of writing as a valid resistance activity? (shrink)