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  1.  11
    Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility.Anna Strhan - 2012 - Hoboken, NJ: Wiley-Blackwell.
    _Levinas, Subjectivity, Education_ explores how the philosophical writings of Emmanuel Levinas lead us to reassess education and reveals the possibilities of a radical new understanding of ethical and political responsibility. Presents an original theoretical interpretation of Emmanuel Levinas that outlines the political significance of his work for contemporary debates on education Offers a clear analysis of Levinas’s central philosophical concepts, including the place of religion in his work, demonstrating their relevance for educational theorists Examines Alain Badiou’s critique of Levinas’s work (...)
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  2.  23
    Levinas, Durkheim, and the Everyday Ethics of Education.Anna Strhan - 2016 - Educational Philosophy and Theory 48 (4).
    This article explores the influence of Émile Durkheim on the philosophy of Emmanuel Levinas in order both to open up the political significance of Levinas’s thought and to develop more expansive meanings of moral and political community within education. Education was a central preoccupation for both thinkers: Durkheim saw secular education as the site for promoting the values of organic solidarity, while Levinas was throughout his professional life engaged in debates on Jewish education and conceptualized ethical subjectivity as a condition (...)
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  3.  59
    ‘Bringing Me More Than I Contain …’: Discourse, Subjectivity and the Scene of Teaching in Totality and Infinity.Anna Strhan - 2007 - Journal of Philosophy of Education 41 (3):411–430.
    This paper explores the relationship between language, subjectivity and teaching in Emmanuel Levinas’s Totality and Infinity. It aims to elucidate Levinas’s presentation of language as always already predicated on a relationship of responsibility towards that which is beyond the self and the idea that it is only in this condition of being responsible that we are subjects. Levinas suggests that the relation with the Other through which I am a subject as one uniquely responsible is also the scene of teaching. (...)
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  4.  79
    A Religious Education Otherwise? An Examination and Proposed Interruption of Current British Practice.Anna Strhan - 2010 - Journal of Philosophy of Education 44 (1):23-44.
    This paper examines the recent shift towards the dominance of the study of philosophy of religion, ethics and critical thinking within religious education in Britain. It explores the impact of the critical realist model, advocated by Andrew Wright and Philip Barnes, in response to prior models of phenomenological religious education, in order to expose the ways in which both approaches can lead to a distorted understanding of the nature of religion. Although the writing of Emmanuel Levinas has been used in (...)
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  5.  3
    The Infinite Responsibility of the Ethical Subject in Otherwise than Being.Anna Strhan - 2012 - In Levinas, Subjectivity, Education. Chichester, UK: Wiley. pp. 44–70.
    This chapter contains sections titled: The Saying and the Said Subjectivity as Sensibility Ethics of Difference or an Ethics of Truths? Reading Levinas with Badiou: Impossibly Demanding? An Impossibly Demanding Education Notes.
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  6.  84
    The Obliteration of Truth by Management: Badiou, St. Paul and the question of economic managerialism in education.Anna Strhan - 2010 - Educational Philosophy and Theory 42 (2):230-250.
    This paper considers the questions that Badiou's theory poses to the culture of economic managerialism within education. His argument that radical change is possible, for people and the situations they inhabit, provides a stark challenge to the stifling nature of much current educational debate. In Saint Paul: The Foundation of Universalism, Badiou describes the current universalism of capitalism, monetary homogeneity and the rule of the count. Badiou argues that the politics of identity are all too easily subsumed by the prerogatives (...)
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  7. Religious language as poetry: Heidegger's challenge.Anna Strhan - 2011 - Heythrop Journal 52 (6):926-938.
    This paper examines how Heidegger's view that language is poetry might provide a helpful way of understanding the nature of religious language. Poetry, according to Heidegger, is language in its purest form, in that it both reveals Being, whilst also showing the difference between word and thing. In poetry, Heidegger suggests, we come closest to the essence of language itself and encounter its strangeness and impermeability, and its revelatory character. What would be the implications for viewing religious language in this (...)
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  8.  5
    Dialogue, Proximity and the Possibility of Community.Anna Strhan - 2012 - In Levinas, Subjectivity, Education. Chichester, UK: Wiley. pp. 141–174.
    This chapter contains sections titled: A Common Word between us and you Love of the Neighbour in Christianity and Islam The Neighbour Justice, Society, the Third and Fraternity Dialogue Between Neighbours and Strangers Education and the Meaning of Community Notes.
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  9.  4
    Grace, Truth and Economies of Education.Anna Strhan - 2012 - In Levinas, Subjectivity, Education. Chichester, UK: Wiley. pp. 95–117.
    This chapter contains sections titled: Weaving New Fabric Out of a Ripped Yarn The Economy of Exchange and the Marketization and Customerization of Education The Rule of the Market Under Attack Is Education Possible in Schools? Notes.
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  10.  4
    Heteronomy, Autonomy and the Aims of Education.Anna Strhan - 2012 - In Levinas, Subjectivity, Education. Chichester, UK: Wiley. pp. 71–94.
    This chapter contains sections titled: A Brief History of Autonomy and the Philosophy of Education Questioning Autonomy Heteronomy Before Autonomy: Levinas and the Kantian Tradition Educating for Heteronomy? The Ideal of Autonomy Restated Notes.
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  11.  3
    Introduction.Anna Strhan - 2012 - In Levinas, Subjectivity, Education. Chichester, UK: Wiley. pp. 1–16.
    This chapter contains sections titled: Levinas: Philosopher, Teacher, Prophet Levinas and the Infinite Demands of Education Notes.
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  12.  3
    Index.Anna Strhan - 2012 - In Levinas, Subjectivity, Education. Chichester, UK: Wiley. pp. 212–220.
    This chapter contains sections titled: Discourse as Teaching Subjectivity as Ethical Election to Subjectivity ‐ A Teaching Some Possible Objections The Possibility of Ethical Subjectivity Notes.
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  13.  6
    Political Disappointment, Hope and the Anarchic Ethical Subject.Anna Strhan - 2012 - In Levinas, Subjectivity, Education. Chichester, UK: Wiley. pp. 175–198.
    This chapter contains sections titled: Philosophy and Political Disappointment Education, Disappointment, Hope An‐Archism, Levinas and Ethical Protest Levinas and Badiou: Towards a Present Hope Notes.
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  14.  3
    Towards a Religious Education Otherwise.Anna Strhan - 2012 - In Levinas, Subjectivity, Education. Chichester, UK: Wiley. pp. 119–140.
    This chapter contains sections titled: Religious Education in Britain Today: A Snapshot The Phenomenological Approach The Critical Realist Model Privileging Judgemental Rationality A Religious Education Otherwise? Notes.
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  15.  5
    The Obliteration of Truth by Management: Badiou, St. Paul and the Question of Economic Managerialism in Education.Anna Strhan - 2010 - In Kent Den Heyer (ed.), Thinking Education Through Alain Badiou. Malden, MA: Wiley-Blackwell. pp. 78–98.
    This chapter contains sections titled: Introduction Why Paul? Weaving New Fabric out of a Ripped Yarn The Economy of Exchange and the Marketization and Customerisation of Education The Rule of the Market Under Attack Is Education Possible in Schools? References.
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