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  1. Genocide and the Question of Philosophy.Elenita Garcia - 2017 - Kritike 11 (1):70-92.
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  • Being Other: Intersubjectivity, Allocentrism and the Possible.Vlad Petre Glaveanu - forthcoming - Journal for the Theory of Social Behaviour.
    Journal for the Theory of Social Behaviour, EarlyView.
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  • I and Thou: The Educational Lessons of Martin Buber's Dialogue with the Conflicts of His Times.W. J. Morgan & Alexandre Guilherme - 2012 - Educational Philosophy and Theory 44 (9):979-996.
    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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  • Education and the Face of the Other: Levinas, Camus and Understanding.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (11):1133-1149.
    Among the most neglected of Albert Camus? literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key (...)
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  • God as Thou and Prayer as Dialogue: Martin Buber’s Tools for Reconciliation. [REVIEW]Alexandre Guilherme - 2012 - Sophia 51 (3):365-378.
    ‘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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  • The Rights of the Other: Emmanuel Levinas' Meta-Phenomenology as a Critique of Hillel Steiner's An Essay on Rights.Andrew Thomas Hugh Wilshere - unknown
    In contemporary philosophy about justice, a contrast between empirical and transcendental approaches can be identified. Hillel Steiner represents an empirical approach: he argues for building an account of justice-as-rights out of the minimal inductive material of psychological linguistic and moral intuitions. From this opening, he ultimately concludes that persons have original rights to self-ownership and to an initially equal share of natural resources. Emmanuel Levinas represents a transcendental approach: he argues that justice arises from a transcendent ethical relation of responsibility-for-the-Other. (...)
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  • Embodiment and Vulnerability in Fichte and Hegel.Jane Dryden - 2013 - Dialogue 52 (1):109-128.
    This article uses Fichte and Hegel to explore the argument that vulnerability is valuable because it is what we all share as embodied beings in the world, and thus contributes to our connection with others. Further, recognition of one’s own vulnerability promotes self-knowledge. Their philosophies are then contrasted to show that Fichte’s system leads him to the attempt to overcome and control vulnerability, whereas Hegel’s describes an interplay of freedom and determination that allows us to be reconciled to our vulnerable, (...)
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  • Teaching as Attention Formation : A Relational Approach to Teaching and Attention.Rytzler Johannes - 2017 - Dissertation, Mälardalen University
    The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to the acts of showing and observing. As such, teaching can be seen as a complex of relations that emerges through the intersection of the intentions of the one (...)
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