Highlights the extent to which the two thinkers share a common philosophical framework, while also demonstrating how Levinas shifts the orientation of philosophical thinking from truth to justice. Tracing the relationship between truth and justice as articulated by Heidegger and Levinas, Rozemund Uljée presents the relation between the two thinkers as a subtle, profound, and complex rapport, which includes both their proximity and radical difference. This rapport is conceived not as a confrontation, but rather as a transformation, as Levinas’s notion of justice does not renounce Heidegger’s account of truth and its deployment. Thinking Difference with Heidegger and Levinas shows how the ethical relation transforms the essence and task of philosophy in its entirety, since it shifts the orientation of philosophy and the task of thinking from its concern with truth as ground or foundation to a question of justice. As a result, philosophy is no longer riveted to Being and its truth, but answers to the call for justice and must be conceived of as infinite commencement, where its impossibility to totalize meaning ensures that it remains open to the alterity of transcendence. Rozemund Uljée is Assistant Professor at the Institute for Philosophy at Leiden University in the Netherlands.
This essence, manifesting itself as difference, is the foundation for thinking, because thinking can think the recognition of difference as identity and simultaneously identity as difference. Since thinking is capable of recognizing ...
Author: Rozemund Uljée
Publisher: SUNY Press
'a good introduction to Irigaray's oeuvre' The Year's Work in Critical and Cultural TheoryDiscusses how language, religion, law, art, science and technology have failed women and how concrete changes can be made to ensure that 'our' culture belongs to both men and women.
begun to interpret these differences . ... But I think that those who make these speeches are themselves unaware of how little sense they make and of their own lack of subjective freedom and responsibility . They are just as confused as ...
Author: Luce Irigaray
Publisher: A&C Black
This book is a longitudinal study of a 10-year experimental teacher education program. Follow-up studies and writing continued for 6 years after the program closed. This case study describes a search for effective and socially just practices within a long-term reform initiative intended to prepare teachers for urban schools. The program was run through a Professional Development School--a collaboration between a university program and a diverse group of practicing teachers; and the book was written collaboratively by many of the participants—faculty, mentor teachers, doctoral students, and teacher candidates/graduates. There are few longitudinal studies of teacher education programs, especially ones that focus on what was learned and told by those who did the learning. The narratives here are rich, diverse, and multivocal. They capture the complexity of a reform initiative conducted within a democratic context. It’s difficult, messy and as varied as is democracy itself. The program was framed by a sociocultural perspective and the focus was on learning through difference. Dialogue across difference, which is more than just talk, was both the method for doing research and the means for learning. The program described here began in the ferment of teacher education reform in the early 1990s, responding to the critics of the mid-1980s; and this account of it is finished at a time when teacher education is again under attack from a different direction. Criticized earlier for being too progressive, teacher education is now seen as too conservative. The longitudinal results of this program show high retention rates and ground the argument that quality teacher preparation programs for teaching in urban schools may well be cost effective, as well as provide increased student learning. This is counter to the current move to shorten teacher preparation programs, at a time of low teacher retention in our under resourced urban schools. The book does not advocate a model for teacher education, but it aims to provide principles for practice that include school/university collaboration, democratic dialogue across differences, and inquiry as a way to guide reform.
we read his book, Communities of Practice (1998), and found many of his ideas helpful in thinking about our work. ... My pronoun use (I and we) indicates the difference between what I personally think and how we talked as a group.
Author: Marilyn Johnston-Parsons
Tackling important philosophical questions on modernity – what it is, where it begins and when it ends – Przemyslaw Tacik challenges the idea that modernity marks a particular epoch, and historicises its conception to offer a radical critique of it. His deconstruction-informed critique collects and assesses reflections on modernity from major philosophers including Hegel, Heidegger, Lacan, Arendt, Agamben, and Žižek. This analysis progresses a new understanding of modernity intrinsically connected to the growth of sovereignty as an organising principle of contemporary life. He argues that it is the idea of 'modernity', as a taken-for-granted era, which is positioned as the essential condition for making linear history possible, when it should instead be history, in and of itself, which dictates the existence of a particular period. Using Hegel's notion of 'spirit' to trace the importance of sovereignty to the conception of the modern epoch within German idealism, Tacik traces Hegel's influence on Heidegger through reference to the 'star' in his late philosophy which represents the hope of overcoming the metaphysical poverty of modernity. This line of thought reveals the necessity of a paradigm shift in our understanding of modernity that speaks to contemporary continental philosophy, theories of modernity, political theory, and critical re-assessments of Marxism.
In the post-apocalyptic landscape of reality, thinking and the universe became impoverished to the point of their indistinguishability, supported only by the basic formal difference. The difference between thinking and the universe ...
Author: Przemyslaw Tacik
Publisher: Bloomsbury Publishing
Hence , in thinking relativity we imagine , first , two terms , one of which depends upon the other ; next we think ... The basis of this thought - play is the necessity of thinking difference as well as identity , and of thinking them ...
Looks at Dogen’s writings on meditation and thinking.
highest or ultimate cognition.24 In either case, thinking is dealt with as inferior and unreal, ... Note the difference from “that which is not/beyond thinking,” which is prone to various dangers ofmetaphysicization that alienate ...
Author: Hee-Jin Kim
Publisher: SUNY Press
Supported 57 Opposed 35 No difference (vol.) 6 No opinion 2 Newsweek Poll conducted by Princeton Survey Research Associates. Dec. 18-19, 2003. Nationwide: "From what you know now, do think the United States did the right thing in taking ...
Category: Public opinion
Now fully updated in its third edition, Science Learning, Science Teaching offers an accessible, practical guide to creative classroom teaching and a comprehensive introduction to contemporary issues in science education. Aiming to encourage and assist professionals with the process of reflection in the science classroom, the new edition examines the latest research in the field, changes to curriculum and the latest standards for initial teacher training. Including two brand new chapters, key topics covered include: the science curriculum and science in the curriculum planning and managing learning learning in science – including consideration of current ‘fads’ in learning safety in the science laboratory exploring how science works using ICT in the science classroom teaching in an inclusive classroom the role of practical work and investigations in science language and literacy in science citizenship and sustainability in science education. Including useful references, further reading lists and recommended websites, Science Learning, Science Teaching is an essential source of support, guidance and inspiration all students, teachers, mentors and those involved in science education wishing to reflect upon, improve and enrich their practice.
What do you think you're doing? ... Questions that ask simply for the recall of information rarely evoke deep thinking. ... Study of children's reactions to questions reveals a surprising difference between open and closed questions ...
Author: Jerry Wellington
In summary , the ontological difference comprises the being's being , with its Being , in Being . In thinking , we think about what this or that being is . We thus think about the Being of the being . It is in this sense that the ...
( 6 ) “ I think it be , sir ' ; I deny it not . ... Be expresses more doubt than is after a verty of thinking . ... Very significant is this difference in the speech of the doubtful Othello “ I think my wife be honest , and think she is ...
Author: Edwin Abbott Abbott