It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures ( Preston, 2001 ). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. (...) The paper maintains that the move to describe the student-teacher relation in these terms is indeed inappropriately reductive, but not straightforwardly so. The problem arises in that we remain unsure of the contemporary purpose of education. We lack any firm educational ideals that, in themselves, cannot be encompassed by the business paradigm. Indeed, the pedagogical critique of education (broadly, that education is only of use in as much as it is of use to society) extends further than has yet been intimated and prevents one securing any educational ideal that does not immediately succumb to critique. This pedagogical logic is unassailable in any linear way but, when pressed, precipitates an aporetic moment that prevents it from assuming any totalising hold over education. We draw on the work of Emmanuel Levinas and Jacques Derrida to consider whether one might yet imagine an educational 'quasi-ideal' that will enable practitioners and institutions to counter the effects of customerisation. (shrink)

[T]here is a coring out [dénucléation], of the imperfect happiness which is the murmur [battement] of sensibility. There is a non-coinciding of the ego with itself, restlessness, insomnia, beyond w...

Opening with a consideration of the methodological stakes, the paper examines, in a preparatory way, the phenomenon of the startle as a limit case for phenomenological analysis. Taking a bearing from a traditional Husserlian schema, the analysis quickly finds itself twisting and turning, contorting the received phenomenological method in order to remain with the phenomenon. Elements of Heidegger’s “fundamental analysis of Dasein” are also tried out, but similarly find themselves dislocated by the peculiar phenomenological content of the startle. Thus unsettling (...) the basic structures of phenomenology and temporality, the paper concludes by setting the scene for an encounter with Levinas’ perturbing notion of the il y a. (shrink)