Altered Reading will interest philosophers, literary critics, scholars of religion, and others drawn to Levinas's work.

In the twenty interviews collected in this volume, seventeen of which appear in English for the first time, Levinas sets forth the central features of his ethical philosophy and discusses biographical matters not available elsewhere.

Recent debates within Continental philosophy have decisively renewed the question of the ethical, with the French philosopher Emmanuel Levinas as its center. Coming from yet in contestation with the phenomenological traditions of Husserl and Heidegger, Levinas defines ethics as an originary response to the face of the other. For him, language is an exception to a habitual economy that represses alterity and maintains the asymmetry and distance constitutive of the nontotalizing relation to the other. Ethics occurs in the interlocutionary relation (...) to the other, and interpellation--a kind of interruption by speaking--is the essential feature of ethical language. Between 1982 and 1992, Levinas gave numerous interviews, closing a distinguished sixty-year career. Of the twenty interviews collected in this volume, seventeen appear in English for the first time. In the interviews Levinas sets forth the central features of his ethical philosophy, previously enunciated in Totality and Infinity, in a language that bridges to the idiom of his later work. He underlines his dedication to the phenomenological search for the concrete and the nonformal signification of alterity. He also elaborates issues that do not receive extensive treatment in his formal philosophical works, including the question of prephilosophical experiences and the ethical signification of money, justice, and the State. The informality of the interviews prompts Levinas to address matters about which he is reticent in his published works, notably the relation of his ethical philosophy to theological questions, the intrication of the Hebrew Bible in Greek philosophy, his substantial corpus of "nonphilosophical" or "confessional" writings on the Talmud, and recollections of his extraordinary talmudic teacher, Shoshani. The centerpiece of the volume is a previously untranslated 1986 interview with François Poirié. Containing Levinas's sole extended discussion of biographical matters with an interviewer, this text helps to situate Levinas in his contemporary intellectual world and to clarify his place in French thought. (shrink)

Informed by s socio-historical theory, this paper will report on a study that sought to document the literacy and numeracy outcomes for children living in low socio-economic circumstances in a region south-east of Melbourne, Australia. The research focused on children in preschool and child care centres in the year prior to beginning school, and was designed to map literacy and numeracy experiences of children in the home and in the early childhood centre. In this paper an analysis of the cultural (...) tools that families were intentionally developing in the context of their homes and communities is featured. A socio-historical analysis of the data revealed children’s active engagement in the funds of knowledge (Moll and Greenberg 1990, Moll, 1990, and Moll, 2000) available within the community, the situated nature of learning (Lave and Wenger, 1991) within their communities, and the challenge for families transcending the constraints of ‘everyday learning’ to engage with ‘schooled learning’ (Hedegaard, 1998). The study also revealed the institutional barriers to learning the landscape of schooling (Greeno, 1991) and the deficit positioning evident for children and their families within the official script of middle class early childhood discourse (Fleer, 2003). (shrink)