Introduction : but is it ethics? -- Alterity : the problem of transcendence -- Singularity : the unrepresentable face -- Responsibility : the infinity of the demand -- Ethics : normativity and norms -- Scarce resources? : Levinas, animals, and the environment -- Failures of recognition and the recognition of failure : Levinas and identity politics.

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

Emmanuel Levinas is now widely recognised alongside Heidegger, Merleau-Ponty and Sartre as one of the most important Continental philosophers of the twentieth century. His abiding concern was the primacy of the ethical relation to the other person and his central thesis was that ethics is first philosophy. His work has also had a profound impact on a number of fields outside philosophy such as theology, Jewish studies, literature and cultural theory, psychotherapy, sociology, political theory, international relations theory and critical legal (...) theory. This volume, first published in 2002, contains overviews of Levinas's contribution in a number of fields, and includes detailed discussions of his early and late work, his relation to Judaism and talmudic commentary, and his contributions to aesthetics and the philosophy of religion. (shrink)

In Discovering Levinas, Michael L. Morgan shows how this thinker faces in novel and provocative ways central philosophical problems of twentieth-century philosophy and religious thought. He tackles this task by placing Levinas in conversation with philosophers such as Donald Davidson, Stanley Cavell, John McDowell, Onora O'Neill, Charles Taylor, and Cora Diamond. He also seeks to understand Levinas within philosophical, religious, and political developments in the history of twentieth-century intellectual culture. Morgan demystifies Levinas by examining his unfamiliar and surprising vocabulary, interpreting (...) texts with an eye to clarity, and arguing that Levinas can be understood as a philosopher of the everyday. Morgan also shows that Levinas's ethics is not morally and politically irrelevant nor is it excessively narrow and demanding in unacceptable ways. Neither glib dismissal nor fawning acceptance, this book provides a sympathetic reading that can form a foundation for a responsible critique. (shrink)

Emmanuel Levinas (1905-1995) is at the center of the renewed debate over the question of the ethical. In the context of the phenomenological tradition, Levinas defines ethics as an originary response to the face of the other. Between 1982 and 1992, Levinas gave numerous interviews, closing a distinguished sixty-year career. Of the twenty interviews collected in this volume, seventeen appear in English for the first time. In the interviews Levinas sets forth the central features of his ethical philosophy. He underlies (...) his dedication to the phenomenological search for the concrete and the nonformal signification of alterity. He also elaborates on issues that do not receive extensive treatment in his formal philosophical works, including the question of pre-philosophical experiences, the ethical signification of money, justice, and the State. The informality of the interviews prompt Levinas to address matters about which he is reticent in his published works. (shrink)

The question of the source of the moral "ought" is no small question, nor is it unimportant. Our own philosophical tradition has dealt with the question in several ways producing a variety of answers. Some of these include locating the "ought" in the structure of reason, in the human being's desire for pleasure, or in the will of God. The reason why the question is so important is because different conceptions of the source of the moral ought ultimately give rise (...) to different conceptions of what is right and wrong; they also affect the way we answer the biggest of all ethical questions, why be good. (shrink)

In this article I claim that service-learning experiences, wherein students work directly with individuals in need—individuals from whom studentscan learn what they cannot learn elsewhere—are invaluable, and perhaps necessary, for any curriculum with an aim toward the development of ethical understanding, personal moral character and commitment, and/or conscientious citizenship, both local and global. My argument rests on Emmanuel Levinas’s philosophical ethical theory that re-envisions the ethical relation as arising out of revelation from the unique and precious Other, rather than reason (...) and the rational determinations and conceptions of the ethical agent. (shrink)

In this article I claim that service-learning experiences, wherein students work directly with individuals in need—individuals from whom studentscan learn what they cannot learn elsewhere—are invaluable, and perhaps necessary, for any curriculum with an aim toward the development of ethical understanding, personal moral character and commitment, and/or conscientious citizenship, both local and global. My argument rests on Emmanuel Levinas’s philosophical ethical theory that re-envisions the ethical relation as arising out of revelation from the unique and precious Other, rather than reason (...) and the rational determinations and conceptions of the ethical agent. (shrink)