If national education is, as Ilan Gur-Ze’ev thinks, inevitably a matter of agents for and victims of a national system, only a “counter-education” can correct it. Martin Buber shared many of Gur-Ze’ev’s concerns, but advocated a more positive view of national education. This essay examines Buber’s development of his pedagogical theory in its context, notes his influence on several educational models, investigates how his view of national education either continues or is ignored in the modern State of Israel, (...) and shows that his positive view draws not only on his “I-Thou” dialogical insight but also on his advocacy of a myth of Zion, a myth that provides an alternative not just to the dominant myths in Israel today but also to Gur-Ze’ev’s counter-education. (shrink)

This article explores Buber’s philosophy of art, correlating it with his early emphasis on individual realization, as well as his dialogical philosophy as articulated in I and Thou and in his theopolitical perspectives. The study posits that Buber perceives artistic creation as a conduit for communication with noumenal reality, mirroring the structure of interpersonal dialogue. Consequently, artistic creation is proposed as a blueprint for fostering an organic community or building the divine kingdom on Earth. The article integrates (...) Adir Cohen’s examination of Buber’s aesthetics and Samuel Brody’s theopolitical analysis, aiming to interweave these perspectives in a comprehensive interpretation of Buber’s philosophy of art. (shrink)

Martin Buber wrote his 1904 dissertation on Nicholas of Cusa, but the relationship between the two has been little studied. This article focuses on four ways in which Buber appropriated Cusa’s ideas. (1) Cusa’s theory of participation argues for the absolute worth of the individual, foreshadowing Buber’s ethics of actualization. (2) Buber takes Cusa’s model of how one may know God as other through “learned ignorance” and applies it to how one may know and adequately respond to beings (...) as others in his distinction between “I-Thou” and “I-It” relations. (3) Buber employs Cusa’s term “coincidence of opposites” to describe what happens in dialogue. Seeing the coincidence of opposites moves subjects to adopt intersubjective perspectives and give up unhealthy relations of conflict. (4) Buber’s 1938 criticism of Cusa for maintaining that selves evolve in isolation illuminates Buber’s creation of his own dialogic philosophy. (shrink)

Martin Buber: The Life of Dialogue , the first study in any language to provide a complete overview of Buber's thought, remains the definitive guide to the full range of his work and the starting point for all modern Buber scholarship. As well as summarizing Buber's early intellectual development and attitudes - his mysticism, his youthful existentialism, his philosophy of Judaism and religious socialism - it focuses on the two crucial issues of his mature thought: his dialogic (...) or I-Thou philosophy, and his probing of the nature and redemption of evil. As a sensitive, intuitive and perennially fascinating account of one of the twentieth century's great spiritual teachers, and as an influential classic in its own right, Martin Buber: The Life of Dialogue reveals the implications of Buber's thought for theory of knowledge, education, philosophy, myth, history and Judaic and Christian belief. This fully revised and expanded 4th edition includes a new preface from the author, an expanded bibliography incorporating new Buber scholarship, and two new appendices in the form of essays on Buber's influence on Emmanuel Levinas and Mikhail Bakhtin. (shrink)

The question about man appears again in contemporary philosophy no longer as an eidetic, but as an existential question (if it ever ceased to be so). Martin Buber, Austrian-Jewish thinker (1878-1965), seeks with his thought to recover the value of man, adding to the existentialist influences of Kierkegaard and Nietzsche, and to the phenomenological influence of Husserl, the dialogic principle; that is, the necessity of the other as a Thou for the becoming of the I as a (...) person. This last concept, person, has its origin in the philosophical discourse in the Trinitarian and Christological Theology of the Fathers of the Church, among them, Augustine of Hippo. In this article we want to make explicit the presence of this Augustinian conception of person in the personalism of Martin Buber. To do so, we will identify the most important characteristics of the person for the bishop of Hippo, which are explained in detail in his work De Trinitate, and then we will link these characteristics with those that are central to Buber's thought. Our hypothesis is that we can find in Buber's anthropology traces of Augustine's thought, influenced especially through existentialism and phenomenology. (shrink)

Martin Buber’s The Question to the Single One appeared in Nazi Germany at a time, when collectivism in its totalitarian forms was at the height of its development. On one hand this little book is an immediate reaction to the social-political situation in inter-war Europe. On the other hand it is a consideration of the anthropological question of the modern man from the point of view of dialogical personalism. The paper focuses on Buber’s critique of both the (...) individualistic and collectivistic doctrines of ethical relativism. It examines also his category of the “single one in responsibility” as a response to both doctrines. (shrink)

The paper provides an analysis of Martin Buber’s intellectual conversion and shows how it facilitates a deeper understanding of the phenomenon of nationalism. Buber, who is today known mainly as a key representative of dialogical philosophy, was in the 1910s part of the double wave of German and Jewish nationalism which strongly affected the German-speaking Jewish public. Buber provided intellectual support for this wave of nationalism and interpreted World War I as a unique chance for the spiritual (...) unification of European Jewry. Consequent to his conflict with Gustav Landauer Buber underwent a complex intellectual and existential transformation. He abandoned key concepts of his pre-dialogical thought and laid the foundations of his dialogical thought. He rejected his endorsement of Geman nationalism and substantially reevaluated his political positions. The analysis of Buber’s intellectual development sheds light on some important aspects of the dynamics of nationalism. (shrink)

Abstract The work of Martin Buber oscillates between talk in which transcendence is experienced and talk in which transcendence is merely postulated. In order to show and mend this incoherence in Buber's thought, this essay attends to the rhetoric of verification ( Bewährung ), primarily but not solely in I and Thou (1923), both in order to show how it is a symptom of this incoherence, and also to show a broad pragmatic strain in Buber's thought. Given this pragmatic (...) strain, the essay argues that a weak notion of Buberian verification, in which taking a dialogic stance with reference to others evinces the right to talk of the real possibility of transcendence (a You-world, or God as the “eternal You“), is all that is necessary to combat despair. Strong notions of encounter are unnecessary, and also sink Buber in a morass of theodicy, in which he interprets historical misfortune and destruction as evidence of history's meaning. (shrink)

The first study in any language to provide a complete overview of Buber's thought, remains the definitive guide to the full range of his work and the starting point for all modern Buber scholarship. As well as summarizing Buber's early intellectual development and attitudes - his mysticism, his youthful existentialism, his philosophy of Judaism and religious socialism - it focuses on the two crucial issues of his mature thought: his dialogic or I-Thou philosophy, and his probing of (...) the nature and redemption of evil. As a sensitive, intuitive and perennially fascinating account of one of the twentieth century's great spiritual teachers, and as an influential classic in its own right, Martin Buber: The Life of Dialogue reveals the implications of Buber's thought for theory of knowledge, education, philosophy, myth, history and Judaic and Christian belief. (shrink)

The article examines the encounter in philosophy as a topic of philosophy, i.e., as a specificity of human existence and as a milieu of pursuing philosophy. Starting from the properties of encounter, which philosophical texts, primarily Martin Buber’s dialogic, recognize and distinguish as those that belong to it in the real world, the paper analyses the changes of encounters in a virtual environment. Among several different changes, two stand out: (1) the reduced awareness of (...) the real being in itself and (2) the impaired ability to be present for other. (shrink)

This paper provides an analysis of Martin Buber’s not very well-known essay “Distance and Relation”, which is his most relevant contribution to philosophical anthropology. In the essay, which was published almost thirty years after the publication of his most famous book, I and Thou, Buber elaborated on the anthropological foundations of his cosmic vision of dialogical life. The central question is “How is man possible?” Buber’s answer is very important to the further development of his principle of (...) dialogue in psychology (primarily his notion of confirmation) and philosophy of art, but it is not quite clear how compatible it is with some of his earlier theses from I and Thou. In particular, the relation between “distance” and the I-It relation is unclear. There are two seemingly contradictory statements: “In the beginning is the relation” and “The primal distance is a presupposition of the relation”. The aim of this paper is to examine these anthropological foundations and to elucidate this apparent contradiction. (shrink)

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 (...) a different kind. First and fundamentally, we demonstrate the political and social ontological basis of Buber's thought; that is, we show that Buber, the philosopher of dialogue, held an authentic dialogue with his time, and demonstrate that Buber's work, in this case I and Thou, holds a dialogue with its Zeitgeist; that is the text dialogues with its Zeitgeist. This approach leads us to our second aim, which is to demonstrate that Buber's thought remains relevant to our times, particularly when it serves as a dialogical educational tool with which to resolve conflict of all types and to aid dialogue towards peace in inter‐community relations. (shrink)

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 (...) a different kind. First and fundamentally, we demonstrate the political and social ontological basis of Buber's thought; that is, we show that Buber, the philosopher of dialogue, held an authentic dialogue with his time, and demonstrate that Buber's work, in this case I and Thou, holds a dialogue with its Zeitgeist; that is the text dialogues with its Zeitgeist. This approach leads us to our second aim, which is to demonstrate that Buber's thought remains relevant to our times, particularly when it serves as a dialogical educational tool with which to resolve conflict of all types and to aid dialogue towards peace in inter-community relations. (shrink)

A complex approach to Martin Buber’s oeuvre requires a consideration of both his dialogical and pre-dialogical writings. The latter include in some cases emphases that differ substantially from the emphases promulgated in Ich und Du. I will focus on three essays from the final stage of Buber’s pre-dialogical period which contain reflections on the fighting individual. The comparison with Ernst Jünger’s reflections on the same motif will show the intellectual proximity between the two authors and will help (...) us understand how Buber’s thought was positioned shortly before his dialogical turn. While after this turn Buber and Jünger could be easily seen as polar opposites, this is not the case when we juxtapose their early reflections on the fighting individual in World War I. There are striking similarities which I denote as a homology, as there is no evidence of influence in either direction. The presented analysis provides an insight into Buber’s controversial pre-dialogical positions as well as into the more general processing of the World War I experience in Germanophone philosophy. (shrink)

The thinkers presented in these lectures by Bergman represent a radical departure from objectivism and subjectivism.

The first half of the paper consists of a philosophical reflection upon a historical exchange. I discuss Buber’s famous letter, and another letter by J. L. Magnes, to Mahatma Gandhi, both challenging the universality of the principle of ahiṃsā. I also touch on Buber’s interest and acquaintance with Indian philosophy, as an instance of dialogue de-facto across cultures. Gandhi never answered these letters, but his grandson and philosopher extraordinaire Ramchandra Gandhi ›answers‹ Buber, not on the letter but (...) about the ideal of dialogue at large, and the interconnection of dialogue and ahiṃsā. The second half of the paper focuses on the work of Daya Krishna, another ›philosopher of dialogue.‹ from within Daya Krishna’s vast philosophical corpus, I underscore one of his last projects, in which he sketches the outlines of what he refers to as »knowledge without certainty,« contrary to common and traditional ways of perceiving the concept of knowledge. I argue that the pramāṇa, means and measure of knowledge, in the intriguing case of »knowledge without certainty,« depicted by Daya Krishna as open-ended, dynamic, constantly evolving, is inevitably dialogue, and I aim to disclose the meaning and salience of dialogue in Daya Krishna’s oeuvre. However, not just the content, but also the form, or the ›how,‹ matters in my paper. I use different materials across genres and disciplines to rethink, in dialogue with Buber and Daya Krishna, the possibilities and impossibilities of dialogue. These ›materials‹ include Milan Kundera and Richard Rorty, Krishna and Arjuna, Vrinda Dalmiya who works with the notion of care as bridging between epistemology and ethics, Wes Anderson on seeing through the eyes of the other, and Ben Okri on hospitality in the realm of ideas. As author of the present paper I am moderating an imagined a multi-vocal dialogue between these ›participants‹ on dialogue as concept, as craft and especially, as a great necessity in the world in which we live. (shrink)

_ Source: _Volume 25, Issue 1, pp 105 - 109 This paper asks two questions: Who in the history of ideas were the main initiators of dialogical thinking? What are Martin Buber’s main merits in this regard? It comes to the conclusion that Buber’s main achievement was his understanding of the performative character of statements about the personhood of God. His dialogical understanding of religious experience is in need of being synthesized with an empirically grounded understanding of (...) human intersubjectivity as it has been prepared by G. H. Mead and others. (shrink)

A new collection of essays highlighting the wide range of Buber's thought, career, and activism. Best known for I and Thou, which laid out his distinction between dialogic and monologic relations, Martin Buber (1878-1965) was also an anthologist, translator, and author of some seven hundred books and papers. Martin Buber: Creaturely Life and Social Form, edited by Sarah Scott, is a collection of nine essays that explore his thought and career. Martin Buber: Creaturely Life and Social (...) Form shakes up the legend of Buber by decentering the importance of the I-Thou dialogue in order to highlight Buber as a thinker preoccupied by the image of relationship as a geode to spiritual, social, and political change. The result is a different Buber than has hitherto been portrayed, one that is characterized primarily by aesthetics and politics rather than by epistemology or theology. Martin Buber: Creaturely Life and Social Form will serve as a guide to the entirety of Buber's thinking, career, and activism, placing his work in context and showing both the evolution of his thought and the extent to which he remained driven by a persistent set of concerns. (shrink)

The paper deals with Martin Buber’s claim that responsibility “is the basic theme of my work in general.” As I show in the opening section of the article, his statement applies to the dialogical period of his work, but not the pre-dialogical. In the mystical phase of Buber’s thought there is no place for responsibility because the very nature of mysticism excludes that possibility. The incompatibility of mysticism and interpersonal responsibility is confirmed in the autobiographical fragment “conversion,” (...) one of the two biographical moments I discuss in relation to the shift in his thinking on responsibility. The second is his relationship with his wife Paula Winkler, which profoundly influenced his thinking about the importance of love and marriage for an understanding of responsibility. I then explore his view of responsibility as a doctrine, which developed along with his dialogical philosophy. Finally, I examine his critical views on four basic ways of avoiding responsibility, which highlight the close connection between freedom and responsibility: belief in fate, individualism, collectivism, and religious acosmism. (shrink)

Excerpt from Martin Buber: The Life of Dialogue This book is the product of a dialogue, a dialogue first with the works of Martin Buber and later with Martin Buber himself. The influence of Buber's thought has steadily spread throughout the last fifty years until today Buber is recognized throughout the world as occupying a position in the foremost ranks of contemporary philosophers, theologians, and scholars. What has made such men as Hermann Hesse and Reinhold Niebuhr speak (...) of Martin Buber as one of the few wise men living on the earth today, however, is not only his eminence as a thinker but also his concern with the 'lived concrete, ' the everyday reality which he takes up into his imagining and bears as his responsibility. Buber's eightieth birthday, on February 8, 1958, was celebrated all over the world, for Martin Buber is one of the truly universal men of our time. 'More than any other person in the modern world, ' said the Protestant theologian H. Richard Niebuhr at one such celebration, 'more even than Kierkegaard, Martin Buber has been for me, and for many of my companions, the prophet of the soul and the witness to that truth which is required of the soul not as solitary, but as companionable being.' In a time in which we are in danger of losing our birthright as human beings, Martin Buber has shown us what it means to live as men. When in 1944 Dr. Simon Greenberg gave me the first book of Buber's that I ever read - The Legend of the Baal-Shem - Buber himself was practically unknown in America and only two of his books were in English, both published in England. Even when I wrote my doctoral dissertation on Buber in 1950, few had heard of him and few of his books were published here. Today more than twenty of Buber's books have been published in English, most of them in both England and America, several more translations are underway, five of his books have been reissued in paperback editions, four anthologies of his writings have appeared, and several books in English have been written on his thought, including the forthcoming Philosophy of Martin Buber volume of The Library of Living Philosophers, which I have had the honor of editing. In 1951-1952 Buber spent almost a year in America under the auspices of the Jewish Theological Seminary; in 1957 he was brought here by the Washington School of Psychiatry to deliver the fourth William Alanson White Memorial Lectures; and in 1958 he was brought to this country by Princeton University. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

As part of a religiously-oriented analysis, Martin Buber associates Martin Heidegger’s later philosophy with magic. The present article is dedicated to explicating and evaluating this association. It does so, first, by fleshing out how Buber comes to depict Heidegger as an advocate of magic. Then, by examining other appearances of the category of magic in the wider context of Buber’s dialogical oeuvre, it demonstrates that what he has in mind when he invokes this category is a (...) specific manner of human appeal to the divine marked by manipulation, utility and control. Finally, it evaluates the affiliation of Heidegger with magic: first, by comparing the metaphysical presuppositions undergirding the logic of magic—specifically the conceptions of, and interrelations between, ‘language’ and ‘being’—with Heidegger’s views, and second, by judging whether the claim that Heidegger promotes manipulative, utilitarian, and power-laden attitudes can be justified in light of his analysis of ‘technology’. The article ultimately argues that Buber misattributes magic to Heidegger, and that this misattribution better reflects the theoretical framework through which Buber justifies his dialogical position than an apt assessment of Heidegger’s thought. (shrink)

The purpose of this paper is to examine the dialogical and creative character of pedagogic work by analyzing the affinities between Martin Buber's I-Thou relation and Lev Semenovich Vygotsky's Zone of Proximal Development. Backed up by empirical studies on the teacher-student relation, we understand that education can only result in students' development if meaningful processes are undertaken. The paper asserts that education shall primarily aim at promoting relational possibilities.

Martin Buber has always made it clear that his dialogic principle is not to be treated as an abstract conception but an ontological reality. But admittedly, in I And Thou he could only point to such reality and could not properly present it in discursive prose. However there are instances in the text where he strives to do the latter. One particular instance is where he elaborates the emergence of consciousness of “I”. Through this elaboration, what Buber has (...) tried to point at is the bringing forth of the primary word ‘I-It’ forming part of his dialogic principle, as it ‘emerges round about’ the perceptual consciousness realised in body as some sort of a ‘primitive function of knowledge’. However, this still amounts only to an abstract conception, and not to a description of ontological reality as Buber would have aspired for. Hence the thought: what if there exists an endeavour carried out independently of Buber’s work, nevertheless in the same spirit as Buber but without his notorious mixing up of philosophy and religion? There indeed has been such an Existential-phenomenological take on embodiment and perception by the French phenomenologist Maurice Merleau-Ponty, as is laid out in his magnum opus Phenomenology of Perception. In the present paper we will explicate this interesting coincidence, thereby honouring Buber’s aspiration for ontological status to his dialogic principle, at the same time demonstrating how existentially resonating and ontologically converging the thought of these two great thinkers’ have been, though they had totally different intellectual pursuits and concerns. (shrink)

Martin Buber was close to sociology and sociologists from his university years on and in 1938 was head of the new Department of Sociology at the Hebrew University of Jerusalem. Although influenced by Ferdinand Toennies, and George Simmel, he went beyond them in his philosophy of the “interhuman” from which standpoint he also criticized Max Scheler. Focal social concepts of Buber's are “the interhuman”_the dialogical relationship between persons that entails “inclusion,” or “imagining the real,” making present, and confirmation (...) ; the “essential We” or common cosmos that each helps to build by speech-with-meaning from his or her unique stance; the distinction between the “political principle” of government and the “social principle” of fellowship and social spontaneity; and the philosophy of community that led Buber to a federalistic socialism and the vision of restructuring society into a “community of communities”. (shrink)

이 논문은 종교적인 언어에 가려져 있는 마르틴 부버(Martin Buber)의 인간과 타자에 대한 철학적 사유를 드러내고자 한다. 이를 위해 먼저 부버가 철학자들의 인간에 대한 사유를 어떠한 방식으로 비판하면서 자신의 인간 개념을 세우는지 살펴보고, 그의 인간 개념에 담긴 타자에 대한 사유가 그의 유대주의와 궁극적으로 맞닿아 있음을 보임으로써, 그의 전체 철학을 논증적으로 재구성한다. 이를 통해 부버의 철학에 가해지는 신비주의적이라는 비판을 재검토하며, 그의 철학이 가지는 현실성에 대해서도 다시 사유해보는 계기를 마련한다. 또한 부버의 철학에 가해진 레비나스의 비판을 통해 부버의 사상이 가지고 있는 한계점과 의의 (...) 역시 되짚어 본다. (shrink)

The Jewish philosopher and educator Martin Buber (1878–1965) is considered one of the twentieth century’s greatest contributors to the philosophy of religion and is also recognized as the pre-eminent scholar of Hasidism. He has also attracted considerable attention as a philosopher of education. However, most commentaries on this aspect of his work have focussed on the implications of his philosophy for formal education and for the education of the child. Given that much of Buber’s philosophy (...) is based on dialogue, on community and on mutuality, it is puzzling that relatively little has been written on the implications of Buber’s thought for the theory and practice of non-formal adult education. The article provides a discussion of the philosophy underpinning this aspect of Martin Buber’s life and work, and its implications for adult non-formal education. (shrink)

Central to Buber's philosophy of I-Thou is his understanding of the related notions of dialogue and revelation and his espousal of a non-propositional account of revelation framed in the language and structure of personal dialogical encounter. The consequent re-interpretation of revelation in this form has been widely influential in contemporary theological circles, especially among those theologians and philosophers of religion broadly known as existentialists. However, the wide dissemination and influence of this position does not guarantee its validity. This paper (...) will try to show that the dialogical account of revelation, at least in the form given it by Buber, is logically and philosophically deficient, being based on a set of misleading analogies between inter-human and Divine-human relations. (shrink)

This study is intended as a part of a larger work containing two more monographs, one on interpersonal relations and transcendence in Romano Guardini, the other on Rudolf Bultmann and his critique of metaphysical transcendence. The thought of Buber is traced here to its historical sources in the Jewish tradition but also in Jacobi and Kierkegaard. These two authors are in fact the only ones who attempt to preserve the finitude of the human subject vis-à-vis transcendence at the very beginning (...) and at the end of subjective idealism. Husserl's establishment of a dialectic between ownness and otherness at the heart of the universal flux of consciousness is the next step in Buber's demarcation of his own ontological posture. In Husserl, the encounter with the other within the sphere of otherness is perhaps contingent, i.e., tied to the mysterious passage from the formal dispositions of transcendental consciousness to the material regions and objects that concretely actualize those formal dispositions. In Buber, as in Landgrege's [[sic]] Phänomenologie und Metaphysik, an "intersubjective reduction" must precede the reflective separation of the spheres of ownness and otherness. Indeed without judgment, there is no full reflection in Husserl, but judgment must be understood as dialogical expression before it can be seen as meaningful world orientation. Buber understood well that the source of dialogical expression is silence, yet instead of using silence as the ground of the existential communication that elucidates the boundary situations of man, he gave a beckoning interpretation of silence that must be seen as a precedent of the openness of the horizon of consciousness in Heidegger's Gelassenheit. Though Babolin does not give any indication here of the direction of the forthcoming monographs, the fact that they are about Guardini and Bultmann may indicate that he is moving away from mysticism in the remainder of this work.--A. M. (shrink)

Recent studies have renewed focus on Martin Buber’s “theopolitics” in contrast to “theological politics.” The present study expands this work by looking at what Buber meant by God. His approach to the Bible, informed by his view that “extended, the lines of relationship meet in the Eternal Thou,” illuminates his analysis of the five types of biblical leadership. That analysis, far from separating “religion” and “politics,” seemed to assume what might be designated a civil religion. The social order (...) was integrated with religious concerns. Underneath the socio-religious surface, however, Buber discerned universal principles of relationship. Analyzing each stage in biblical leadership as Buber presented it shows how he extended the lines of historical relationships to reveal an aspect of the Eternal Thou. (shrink)

In the original English version of _I and Thou_ (1937) and in a postscript to the second English edition (1958), Martin Buber assured his readers that an _I–Thou_ relationship is possible between a person and a tree. Considering the importance of dialogue in that form of relationship, commentators have often looked for ways to bypass the tree’s inability to speak in reconceptualising the _I–Thou_ relationship. This article looks instead at the importance of the person’s ability to hear what trees (...) may be telling us as a way of understanding Buber’s point. A story found in Viktor Frankl’s _Man’s Search for Meaning_ (1946) is used as an illustration. (shrink)

In its traditional form epistemology has always rested on the exclusive reality of the subject-object relationship. If one asks how the subject knows the object, one has in brief form the essence of theory of knowledge from Plato to Bergson; the differences between the many schools of philosophy can all be understood as variations on this theme. There are, first of all, differences in emphasis as to whether the subject or the object is the more real--as in rationalism and (...) empiricism, idealism and materialism, personalism and logical positivism. There are differences, secondly, as to the nature of the subject, which is variously regarded as pure consciousness, will to life, will to power, the scientific observer, or the intuitive knower. There are differences, thirdly, as to the nature of the object--whether it is material reality, thought in the mind of God or man, pantheistic spiritual substance, absolute and eternal mystical Being, or simply something which we cannot know in itself but upon which we project our ordered thought-categories of space, time, and causation. There are differences, finally, as to the relation between subject and object: whether the object is known through dialectical or analytical reasoning, scientific method, phenomenological insight into essence, or some form of direct intuition. (shrink)

Martin Buber is considered one of the 20th centuryes greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buberes death the appreciation of his considerable legacy (...) to the various disciplines in which he had worked became rather muted, but was never completely forgotten. There is now a renewed and growing interest in Buberes thought, especially in his philosophy of education. This book brings together aspects of Buberes philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities. Buber's philosophy of dialogue and views on education are pivotal in demonstrating the personal and social benefits of dialogical education as well as the dangers of non-dialogical education. The book will be valuable reading for academics, researchers and postgraduate students interested in Martin Buber, education, peace dialogue and conflict resolution. (shrink)

_ Source: _Volume 25, Issue 1, pp 95 - 104 Martin Buber was a creative and heterodox socialist thinker. His socialist utopia was based on the idea of a new community that does not hark back to ancient forms, but wants to overcome modern society while incorporating its achievements, such as the principle of individual freedom. It is not bound, like the old _Gemeinschaft_—the tribe, the clan, the religious sect—by one single word or opinion that soon freezes into dogma (...) and rigid law, but by a common life characterized by freedom and creativity, which require a diversity of opinions. (shrink)

Reading and re-reading the difficult and important small book I and Thou, by Professor Martin Buber, which Mr. Ronald Gregor Smith has translated with so much care and skill, and trying to make it clearer to myself in words of my own, I find myself at odds on the threshold with the translator's Introduction. He is explaining the title and the general theme of the book:—“There is, Buber shows, a radical difference between a man's attitude to other men and (...) his attitude to things. The attitude to other men is a relation between persons, to things it is a connexion with objects. In the personal relation one subject—I—confronts another subject—Thou; in the connexion with things the subject contemplates and experiences an object. These two attitudes represent the basic twofold situation of human life, the former constituting the ‘world of Thou,’ and the latter the ‘world of It’”. (shrink)

In his “The Star of Redemption”, Rosenzweig engages not only in an argument with philosophy, but also with theology. Next to Augustine and Friedrich Schleiermacher Martin Luther was a counterpart in whose face he developed his dialogical “new thinking”. The essay takes up the traces of this dispute in the letters to focus here on Rosenzweig's reading of Ricarda Huch's “Luther’s Faith”. This literary picture is then related in a sketch to Luther's Reformation theology as it emerges from (...) contemporary research. In a next step, the “Star” is interpreted as a book that, on the one hand, owes much to a previous reception of Luther, but on the other hand, also shows the Reformator's thinking in a new light. Finally, the late writings on the problem of translation come into view in order to justify Rosenzweig’s “Verdeutschung” of the Hebrew Bible, undertaken together with Buber, to Luther’s “German Bible”. (shrink)

Levinas’s notion of fraternity and his conception of an ideal human society recover themes from late nineteenth and early twentieth-century social and political thought. In this paper I show how Levinas’s thinking can be illuminated by examining the conceptions of community that we find in Martin Buber’s dialogical thinking and in Franz Rosenzweig’s concept of redemption and redemptive community in The Star of Redemption.