David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Cambridge University Press (2007)
Emmanuel Levinas is well known to students of twentieth-century continental philosophy and especially French philosophy. But he is largely unknown within the circles of Anglo-American philosophy. 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 in illuminating ways 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
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|ISBN(s)||9780521872591 0521759684 0521872596 9780521759687|
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Kate Rossiter (2012). Bearing Response-Ability: Theater, Ethics and Medical Education. [REVIEW] Journal of Medical Humanities 33 (1):1-14.
Marc A. Cohen (2016). The Movement From Ethics to Social Relationships for Levinas, and Why Decency Obscures Obligation. International Journal for Philosophy of Religion 79 (2):89-100.
Herner Saeverot (2011). Praising Otherwise. Journal of Philosophy of Education 45 (3):455-473.
Anna Strhan (2010). A Religious Education Otherwise? An Examination and Proposed Interruption of Current British Practice. Journal of Philosophy of Education 44 (1):23-44.
Herner Sæverot (2011). Praising Otherwise. Journal of Philosophy of Education 45 (3):455-473.
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