Roger Simon as a Thinker of the Remnants: An Overview of a Way of Thinking the Present, Our Present…

Studies in Philosophy and Education 34 (3):263-277 (2015)

Whereas there are many aspects of Roger Simon’s thought that can be privileged, one of the most compelling points of entry for beginning to consider his legacy in the field of education, and beyond, lies with his concern for the difficult work of receiving and transmitting, of giving countenance to, the traces of those now absent. Indeed, in the last 20 years of his scholarly work, Simon pressed us to consider the pedagogical stakes in forging an ethical living relation with the remnants of past and presently unsettled—ongoing—historical wrongs. Keenly aware of how memorial practices risk falling into facile assurances and deferrals, Simon emphasized the important work of “remembrance-learning,” in which the task is to learn how to ethically receive and translate the remnants of a difficult past in our present, so that we might be able to more thoroughly think our time. In this paper I provide an overview of a certain tendency in Simon’s later thinking, pointing to how his work on pedagogy, aesthetics, curation and collective study was motivated by a not so ordinary way of thinking that takes seriously the fact that the dead cannot bury the dead; that they need those in the present, those whose turn it is to do the work, to offer human significance and a human completion to what remains a remnant
Keywords Roger I. Simon  Remembrance-learning  Remnants  Memory  Ethics
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DOI 10.1007/s11217-014-9439-y
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The Arcades Project.Walter Benjamin, Howard Eiland & Kevin Mclaughlin - 2001 - Science and Society 65 (2):243-246.
Facing Images: After Levinas.Hagi Kenaan - 2011 - Angelaki 16 (1):143-159.

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