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Switch to: References
Citations of:
Jewish Philosophy as a Guide to Life: Rosenzweig, Buber, Levinas, Wittgenstein
Indiana University Press (2008)
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The article seeks to reclaim a type of fear lost in silent omission in education, yet central to the development of an ethical subject. It distinguishes the fear described by Martin Heidegger through the concept of befindlichkeit and fear for the other as an essential moment for ethics articulated by Emmanuel Levinas. It argues that the latter conception of fear has inverted the traditional assumption of the ideal ethical subject as fearless. It then examines how Levinas’s interpretation of fear might (...) |
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This essay presupposes that Friedrich Nietzsche and Rudolf Carnap champion contrasting reactions to the fact that, throughout history, persons have been engaged in metaphysical disputes. Nietzsche embraces a libertarian reaction that is in agreement with his anti-democratic aristocratic political views, whereas Carnap endorses an egalitarian reaction aligned with his democratic and socialist political views. After characterizing these reactions, the essay argues for two claims. The first claim is that the stated contrasting reactions are to be considered, not only by the (...) No categories |
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Education has two distinct but interconnected layers. There is an outer layer concerned with knowledge transfer and skills and an inner layer concerned with the development of character and relationships with others, both individually and socially. This inner layer provides the individual with the capacity to influence and to change society. In that sense, such an inner layer is ‘political’. In this article we argue that the ‘political’ in education can take two distinct forms: either that of dialogue or of (...) |
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Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of (...) |
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Martin Buber is considered one of the twentieth century’s greatest thinkers, contributing to the fields of philosophy, theology and education. After Buber’s death the appreciation of his considerable legacy became rather muted, but was never completely forgotten. Recently, interest in Buber’s thought has increased and a number of journal articles and books dealing with both general and specific aspects of his philosophy have appeared. However, the number of commentaries on the importance of his socio-political thought are still small in number, (...) |
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One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, (...) |
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Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has not experienced (...) |
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‘Prayer’ can be defined as ‘the offering, in public worship or private devotion, of petition, confession, adoration, or thanksgiving to God; also the form of words in which such an offering is made’ (cf. Cohn-Sherbok 2010). In addition to this simple definition it could be said that there are different forms of prayer: some are vocal and articulate and others are only mental in nature; some prayers are communal and liturgical and other prayers are spontaneous or at least composed by (...) |
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Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, (...) |
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The article is divided in three main parts. The first part shows that the first three chapters of the second essay of On the Genealogy of Morality give a genealogical account of the emergence of reason in human history, and that this account involves the claim that reason is a development of human engagement with social rules: Nietzsche understands the emergence of reason as the emergence of a normative space of reasons. The second part interrogates Nietzsche’s conception of value, purpose, (...) |
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This paper explains the nature and origin of what I am calling Transgressive Realism, a middle path between realism and anti-realism which tries to combine their strengths while avoiding their weaknesses. Kierkegaard created the position by merging Hegel’s insistence that we must have some kind of contact with anything we can call real (thus rejecting noumena), with Kant’s belief that reality fundamentally exceeds our understanding; human reason should not be the criterion of the real. The result is the idea that (...) |
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This paper focuses on the importance of wonder in human flourishing and is orientated towards the dynamics between the two, but with an emphasis on how the former is important for illuminating the latter. It begins with a preliminary sketch of both wonder and human flourishing and subsequently moves on to highlight three aspects of human flourishing: 1) ‘Individuality’, 2) ‘Relations’ and 3) ‘The political’, and why these play to wonderment. |
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