What is at the basis of moral action? An altruism acquired by the application of rule and principle? Or, as Noddings asserts, caring and the memory of being cared for? With numerous examples to supplement her rich theoretical discussion, Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. The ethical behavior that grows out of natural caring, and has as its core care-filled receptivity to those involved (...) in any moral situation, leaves behind the rigidity of rule and principle to focus on what is particular and unique in human relations. Noddings's discussion is wide-ranging, as she considers whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters. (shrink)

"One of the major works in the development of contemporary criticism and philosophy." -- J. Hillis Miller, Yale University Jacques Derrida's revolutionary theories about deconstruction, phenomenology, psychoanalysis, and structuralism, first voiced in the 1960s, forever changed the face of European and American criticism. The ideas in De la grammatologie sparked lively debates in intellectual circles that included students of literature, philosophy, and the humanities, inspiring these students to ask questions of their disciplines that had previously been considered improper. Thirty years (...) later, the immense influence of Derrida's work is still igniting controversy, thanks in part to Gayatri Spivak's translation, which captures the richness and complexity of the original. This corrected edition adds a new index of the critics and philosophers cited in the text and makes one of contemporary criticism's most indispensable works even more accessible and usable. (shrink)

The book's two essays, 'Limited Inc.' and 'Signature Event Context, ' constitute key statements of the Derridean theory of deconstruction. They are perhaps the clearest exposition to be found of Derrida's most controversial idea.

Speech and phenomena.--Form and meaning.--Differance.

Nel Noddings argues that hers is not an ethics of agape. I want to argue, on the contrary, that it is, and that this is a problem. My central thesis is that the unidirectional nature of the analysis of one-caring reinforces oppressive institutions.

Recorded in Ithaca, NY by Cornell University., Sponsored by: Andrew D. White Professors-At-Large Program., Speaker: Professor of the History of Philosophy, Ecole des Hautes Etudes en Sciences Sociales, Paris, Andrew D. White Professor-at-Large., Lecture, October 3, 1988.

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 ...

In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, the role of (...) knowledge in professional actions, with special attention to what kind of epistemology is appropriate for professional practices that wish to be informed by the outcomes of research; and third, the expectations about the practical role of research implicit in the idea of evidence‐based education. Biesta concludes that evidence‐based practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to questions about effectivity and effectiveness, but that also restricts the opportunities for participation in educational decision making. He argues that we must expand our views about the interrelations among research, policy, and practice to keep in view education as a thoroughly moral and political practice that requires continuous democratic contestation and deliberation. (shrink)

Deconstruction both by its friends and enemies has come to be associated with a set of cliches that completely misunderstands its ethical aspiration. It is particularly within the field of law that we can see the ethical force of deconstruction, and also illuminate its concrete and practical importance. In The Philosophy of the Limit Drucilla Cornell examines the relationship of deconstruction to questions of ethics, justice and legal interpretation. She argues that renaming deconstruction "the philosophy of the limit" will allow (...) us to be more precise about what deconstruction actually is philosophically and hence to articulate more clearly its significance for law. Cornell explores the ethical and juridical significance of the so-called postmodern rebellion against metaphysics. A shared ethical rebellion links philosophers as different as Theodor Adorno, Jacques Derrida, Jacques Lacan, and Emmanuel Levinas. Together they present a new ethical configuration, new in its difference from both the critical social theory of J$u$urgen Habermas and the analytic jurisprudence of Nagel and Rawls. A key aspect of this newness is the centrality given to the relationship between questions of ethics and sexual difference. Cornell argues that the appeal of Lacan's analysis to feminists is that it helps to explain the profound hold the gender hierarchy has over Western culture, including its theories of political transformation. Under a Lacanian analysis the law of gender identity will be replicated in the laws of an existing legal system. This means that we cannot hope to sustain legal reforms unless the gender hierarchy is challenged. Cornell examines Derrida's position on the significance of the gender hierarchy in philosophy and explores its ethical and political importance. Derrida's intervention against legal positivism has important implications for the legal reforms necessary to protect marginalized groups. His emphasis on the limit, she argues, is crucial to thosewhose well-being and very lives may depend on legal transformation, women and homosexuals, for example. In an important contribution to legal philosophy, Cornell explores the affinities of Derrida's writings with recent liberal analytic jurisprudence. She also explores the differences. Comparing Rawls's and Derrida's accounts of justice, she argues that Derrida gives greater attention to the necessary utopian moment in his insistence on maintaining the divide between law, established norms, and justice. Cornell's focus on the importance of the limit and the centrality of the gender hierarchy allows her to offer a view of jurisprudence different from both critical social theory and analytic jurisprudence. As we watch the long-fought-for civil rights of women systematically overturned, we have reason to think about how the connections she makes shed light on an underlying truth of our social, political, and legal reality. (shrink)

Until relatively recently, Jacques Derrida was seen by many as nothing more than the high priest of Deconstruction, by turns stimulating and fascinating, yet always somewhat disengaged from the central political questions of our time. Or so it seemed. Derrida's "political turn," marked especially by the appearance of Specters of Marx, has surprised some and delighted others. In The Politics of Friendship Derrida renews and enriches this orientation through an examination of the political history of the idea of friendship pursued (...) down the ages. Derrida's thoughts are haunted throughout the book by the strange and provocative address attributed to Aristotle, "my friends, there is no friend" and its inversions by later philosophers such as Montaigne, Kant, Nietzsche, Schmitt and Blanchot. The exploration allows Derrida to recall and restage the ways in which all the oppositional couples of Western philosophy and political thought--friendship and enmity, private and public life--have become madly and dangerously unstable. At the same time he dissects genealogy itself, the familiar and male-centered notion of fraternity and the virile virtue whose authority has gone unquestioned in our culture of friendship and our models of democracy. The future of the political, for Derrida, becomes the future of friends, the invention of a radically new friendship, of a deeper and more inclusive democracy. This remarkable book, his most profoundly important for many years, offers a challenging and inspiring vision of that future. (shrink)

The contributors, not identified except by name, are mostly westerners. No bibliography. Paperback edition ($12.95) not seen. Annotation copyrighted by Book News, Inc., Portland, OR.

This article examines how affect allows us to view the relational form of dialogue, as built upon the work of Derrida and Levinas, to be a site of transformative possibility for students as they encounter and address issues of social justice and difference in the classroom. The understanding of affect that attends this form of dialogue demands from educators a re-visioning of how their educational arrangements and pedagogies might facilitate the transformative capacities of their students. Accordingly, the relational conception of (...) dialogue cannot be viewed as providing educators with another strategy or method for addressing issues of social justice and difference or for tapping into the transformative capacity of their students. Instead, it would be better viewed as pointing educators towards a different orientation towards education which is not focused upon producing particular outputs or outcomes, but does still indicate the need for a responsible response from the educator. (shrink)

This article addresses the question how educational theory can overcome the assumptions of the tradition of the philosophy of consciousness, a tradition which can be seen as the foundation of the modern project of education. While twentieth century philosophy has seen several attempts to make a shift from consciousness to intersubjectivity (Dewey, Wittgenstein, Habermas) it is argued that this shift still remains within the humanistic tradition of modern thought in that it still tries to define, still tries to develop a (...) theory about the human subject. Foucault's thesis of the end of man is interpreted as an attempt to move beyond humanism, an attempt motivated by a sincere concern for the humanity of the subject. Starting from the question as to who comes after the subject, several answers to this question, which all share an interest in the question as to where the subject comes into presence, are discussed (referring to the writings of Tschumi, Arendt and Levinas). In the concluding section it is argued that one way to move beyond the humanistic tradition of modern thought is to conceive of the subject in terms of responsibility and ethics (Levinas) and to conceive of the very task of theory in terms of justice, and not in terms of truth. This, so it is argued, should be the final concern for educational theory and curriculum theory. (shrink)