Among educational theorists and philosophers there is growing interest in the work of Jacques Derrida and his philosophy of deconstruction. This important new book demonstrates how his work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.

This first book-length collection on Levinas and education gathers new texts written especially for this volume, providing an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness, and more.

Parkinson´s disease (PD) is a neurodegenerative disorder characterized by motor symptoms following dopaminergic depletion in the substantia nigra. Besides motor impairments however, several non-motor detriments can have the potential to considerably impact subjectively perceived quality of life in patients. Particularly emotion recognition of facial expressions has been shown to be affected in PD, and especially the perception of negative emotions like fear, anger or disgust is impaired. While emotion processing generally refers to automatic implicit as well as conscious explicit processing, (...) the focus of most previous studies in PD was on explicit recognition of emotions only, while largely ignoring implicit processing deficits. Deep brain stimulation of the subthalamic nucleus (STN-DBS) is widely accepted as therapeutic measure in the treatment of PD and has been shown to advantageously influence motor problems. Among various concomitant non-motor effects of STN-DBS, modulation of facial emotion recognition under subthalamic stimulation has been investigated in previous studies with rather heterogeneous results. While there seems to be consensus regarding the processing of disgust which significantly deteriorates under STN stimulation, findings concerning emotions like fear or happiness report heterogeneous data and seem to depend on various experimental settings and measurements. In the present review, we summarized previous investigations focusing on STN-DBS influence on recognition of facial emotional expressions in patients suffering from PD. In a first step, we provide a synopsis of disturbances and problems in facial emotion processing observed in patients with PD. Secondly, we present findings of STN-DBS influence on facial emotion recognition and especially highlight different impacts of stimulation on implicit and explicit emotional processing. (shrink)

This paper is based on the linguistic and cultural experiences of three francophone writers: Ahmadou Kourouma (Abidjan, Ivory Coast), Suzanne Dracius (Martinique), and Barry Jean Ancelet (Louisiana, United States). Their testimonies are discussed in the opening section. A reading of Jacques Derrida's Monolingualism of the Other; or, The Prosthesis of Origin, enables us to analyze the experiences of these three writers, “whose relation to the French language is as vexed and varied as Derrida's own Algerian inheritance” (in the words of (...) an anonymous reviewer). It leads, in the next section, to a discussion of the impossibility of absolute monolingualism demanded by “linguistic imperialism,” the multiplicity inherent in any language, and the violence of a language which claims to be unique, while serving some ideology or power. In the last part, I address the double interdict to which Derrida believes education must respond, and the double entitlement for which it is responsible. (shrink)

This first book-length collection on Levinas and education gathers new texts written especially for this volume by an international group of scholars well known for their work in philosophy, educational theory, and on Levinas. It provides an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness and more, as its contributing authors address some fundamental educational issues such as: what it means to be a teacher; what it means to learn from a teacher; the role of (...) language in the curriculum; literature, ethics, and education; moral education and human relations in schools; ethics of responsibility and philosophical-pedagogical discourse; educational hospitality and interculturalism; unconditional responsibility and education; educating for participatory democratic citizenship; the pedagogy of peace; logic, rationality, and ethics; connecting teaching to spirituality. Levinas always insisted that his aim was not to provide "a program," and accordingly, it is not the intent of the authors to look in Levinas's texts for a set of guidelines, rules, or precepts to be applied to education. Rather, this study invites educators, and researchers in philosophy and philosophy of education, to a thoughtful and critical reading of Levinas, and to engage with his unique style of analysis and questioning as they uncover with these authors the necessity and the possibility of thinking education anew in terms of ethics, justice, responsibility, hope and faith. (shrink)

This paper presents a discussion of my personal experiences of selling a family farm and analyses those experiences using the layered account form of autoethnographic writing. I describe how the cultural influences from family farming led me, a farmer’s son, to also become a farmer, why farmers may choose to continue in their occupation sometimes against increasingly negative economic pressures, why I continued farming for as long as I did, and the thoughts and feelings associated with my decision to sell (...) my farm and exit the industry. I discuss the emotions that I experienced and place them in a theoretical context that makes them more understandable to others. Because this paper examines the effects from my decision to retire from farming it makes a contribution to the limited literature on farmers’ retirement. (shrink)

In September 1886, the poet and critic Josef Victor Widmann penned a review of BGE titled "Nietzsche's Dangerous Book,"1 observing that a keen sense of danger pervaded the work.2 Nietzsche, who often felt misunderstood and wrongfully attacked, responded enthusiastically to Widmann on June 28, 1887: Mainly, I have to thankfully inform you, after a year's time no less, that your review has been by far the most "intelligent" one that this uncongenial book has received until now. Poets are, after all, (...) "divinatory" beings: in the end, such a book of riddles will much sooner be deciphered and "cracked open" by a poet, than by a philosopher and "specialist."3 Indeed, Widmann identified a motif that runs not only... (shrink)

In this paper, we describe how critical data designers have created projects that ‘push back’ against the eclipse of environmental problems by dominant orders: the pioneering pollution database Scorecard, released by the US NGO Environmental Defense Fund in 1997; the US Environmental Protection Agency’s EnviroAtlas that brings together numerous data sets and provides tools for valuing ecosystem services; and the Houston Clean Air Network’s maps of real-time ozone levels in Houston. Drawing on ethnographic observations and interviews, we analyse how critical (...) data designers turn scientific data and findings into claims and visualisations that are meaningful in contemporary political terms. The skills of critical data designers cross scales and domains; they must identify problems calling for public consideration, and then locate, access, link, and create visualisations of data relevant to the problem. We conclude by describing hazards ahead in work to leverage Big Data to understand and address environmental problems. Critical data designers need to understand what counts as a societal problem in a particular context, what doesn’t, what is seen as connected and not, what is seen as ethically charged, and what is exonerated and discounted. Such recognition is produced through interpretive, ‘close reading’ of the historical moment in which they operate. (shrink)

The metonymy and metaphor functions in ‘The Instance of the Letter’ are a turning point in Lacan's thought. While he had sought to transform psychoanalysis into a science by providing formalizations laying out unconscious operative procedures in his works until the mid-1950s, this is no longer the case in ‘The Instance of the Letter’. Yet Lacan insists we take the formulas literally, that is, as mathematical functions. This essay argues that taking Lacan's request seriously leads to a necessary breakdown in (...) understanding that forces us to go through the split subject's disrupted constitutive process of metonymy and metaphor. Taking the language functions literally engenders the effect they merely seem to signify. Disruption is a catalyst for the split subject's constitutive, self-formalizing process, and its role is crucial for understanding how Lacan reconceptualized the relation between psychoanalysis and science. Lacan does not provide a formalism for us to master, but puts it into operation. The language functions are mathemes avant la lettre. (shrink)

Review of Manfred Kuehn's outstanding biography on Immanuel Kant. A critical point I raise concerns Kuehn's discussion of Kant's relation to Hume. Scholars are divided over the questions of (a) whether Hume was an actual inspiration for Kant’s Critical philosophy, (b) whether Kant’s defense really addresses Hume’s problem of causality, and, of course, (c) whether Kant’s arguments provide a satisfactory solution to the problem. Sometimes these questions are not clearly distinguished by interpreters, part of the reason Kant scholarship (...) appears so intractable to outsiders. While Kuehn’s answers to questions (a) and (b) appear to be ”Yes”, and while his reasons for the Yes to (a) are convincing, those for Yes to (b) are not; and (c) isn't addressed at all. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 40.1 (2002) 127-128 [Access article in PDF] Book Review Kant: A Biography Manfred Kuehn. Kant: A Biography. New York: Cambridge University Press, 2001. Pp. xxii + 544. Cloth, $34.95. Kuehn's biography of Kant is an extraordinary scholarly and literary accomplishment. In nine masterful chapters (along with a prologue), Kuehn draws on an incredibly comprehensive and varied repository of historical evidence (...) in painting a detailed, yet also widely accessible picture of the successive stages of Kant's life and of how his major and minor writings emerge from them, a picture that is both more accurate and more informative than what could ever be pieced together from existing biographies, even those written in German or at a time much closer to Kant's own.What is distinctive about Kuehn's methodology--and part, but only part, of what makes his work superior to other Kant biographies--is the way in which he focuses on Kant's intellectual context. For Kuehn, to understand Kant requires understanding him not just in the global context of modern European philosophy or even German philosophy, but also in his local context of Prussia and Königsberg. Accordingly, in the first chapter Kuehn does not merely list the biographical details of Kant's family and the name of the school he attended, but rather explains what it would have meant for Kant's father to be a member of a guild in eighteenth-century Prussia, what values that guild incorporated, what consequences his parents' Pietism would have for him, and what the intellectual and social life of the Collegium Fridericianum was like. Kuehn's proper emphasis on figures and events in Königsberg runs throughout the book. Thus in the second chapter, Kuehn describes the various faculty members Kant would have encountered as a student, what philosophical [End Page 127] views they held, how Kant's own activities as a student deviated from those of the "typical" student, what religious movements became influential at what time in the university, and what political consequences they would have had on a student's intellectual life. In the third chapter (devoted to 1755-64), Kuehn reveals how Kant, forming a wide circle of friends that would include Hamann, Herder, Hippel, and the family of Count Keyserlingk, "became a person of elegance during this period, someone who shone at social events with his intelligence and wit" (115). In chapter 4 (1764-69), Kuehn describes how Kant developed a close friendship with Green that would radically change his life. In fact, Kuehn claims that it was at the age of forty and due to the influence of Green that Kant underwent a conversion or rebirth by coming to understand the centrality of character and the role that maxims play in it. Moreover, in describing the radical changes of position initiated in his inaugural dissertation and completed in the three Critiques, Kuehn connects biography and philosophy by positing that Kant saw these works as providing "his newfound character with a philosophical justification and defense" (187).While one might think that chapter 5, which covers the 1770s, would have to be very short, given Kant's sparse publications during this period, Kuehn describes at length the rich set of interactions that Kant had with Mendelssohn, Herz, Lambert, Kraus, Herder, and Hamann, exchanges that would be crucial in the final articulation of his mature view. Kuehn devotes chapters 6 and 7 to the period during which Kant published his mature theoretical and practical works, most notably the Critique of Pure Reason and the Groundwork of the Metaphysics of Morals, and it is here that Kuehn's contextualism has perhaps its greatest philosophical payoff. For the close attention Kuehn has paid to Kant's interactions with his immediate contemporaries reveals that he did not understand Hume's position as we might today, namely as advocating global skepticism about knowledge of the external world. Rather, Kant saw Hume's skepticism as being local and methodological in combating rationalism and dogmatism. As a result, Kant saw Hume mainly as an ally, not an adversary. Kuehn... (shrink)

A review of: Manfred Kuehn. Scottish Common Sense in Germany, 1768-1800: A Contribution to the History of Critical Philosophy. (McGill-Queen's Studies in the History of Ideas.) xiv + 300 pp., app., bibl., index. Kingston, Ont./Montreal: McGill-Queen's University Press, 1987. $35.

Im 5. und 6. Jh. n. Chr. war es um Petra, die ehemals blühende Hauptstadt des 106 n. Chr. von den Römern okkupierten Nabatäerreiches, still geworden. Zuvor urbanes Zentrum der Provinz Arabia und Verkehrsknotenpunkt an der Via Nova Traiana, war der Handel seit dem 3. Jh. rückgängig. In den Jahren 363 und 551 von Erdbeben zerstört, begegnet Petra in der frühbyzantinischen Zeit fast nur noch als Verbannungsort von Feinden der Kirche oder des Staates, bevor es zu Beginn des 7. Jh. (...) ganz aus der historischen Dokumentation verschwindet. (shrink)

Im 5. und 6. Jh. n. Chr. war es um Petra, die ehemals blühende Hauptstadt des 106 n. Chr. von den Römern okkupierten Nabatäerreiches, still geworden. Zuvor urbanes Zentrum der Provinz Arabia und Verkehrsknotenpunkt an der Via Nova Traiana, war der Handel seit dem 3. Jh. rückgängig. In den Jahren 363 und 551 von Erdbeben zerstört, begegnet Petra in der frühbyzantinischen Zeit fast nur noch als Verbannungsort von Feinden der Kirche oder des Staates, bevor es zu Beginn des 7. Jh. (...) ganz aus der historischen Dokumentation verschwindet. (shrink)

Anthropology from a Pragmatic Point of View essentially reflects the last lectures Kant gave for his annual course in anthropology, which he taught from 1772 until his retirement in 1796. The lectures were published in 1798, with the largest first printing of any of Kant's works. Intended for a broad audience, they reveal not only Kant's unique contribution to the newly emerging discipline of anthropology, but also his desire to offer students a practical view of the world and of humanity's (...) place in it. With its focus on what the human being 'as a free-acting being makes of himself or can and should make of himself,' the Anthropology also offers readers an application of some central elements of Kant's philosophy. This volume offers a new annotated translation of the text by Robert B. Louden, together with an introduction by Manfred Kuehn that explores the context and themes of the lectures. (shrink)

In this essay I argue that Kant remained committed to the necessity and fundamental importance of education throughout his career. Like Johann Bernhard Basedow (1724–90), Kant holds that a ‘total transformation’ of schools is necessary, and he holds this view not only in the 1770s but in his later years as well. In building my case I try to refute two recent opposing interpretations – Reinhard Brandt’s position that Kant’s early ‘education enthusiasm’ was later replaced by a politics enthusiasm, and (...) Manfred Kuehn’s view that the increasing importance of autonomy in Kant’s mature ethics leads him to de-emphasize education. (shrink)

Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively (...) little has been written on Kant’s contribution to education theory. Recently, however, internationally recognized Kant scholars such as Paul Guyer, Manfred Kuehn, Richard Velkley, Robert Louden, Susan Shell, and others have begun to turn their attention to Kant’s writings on education and the role of education in cultivating moral character. _Kant and Education: Interpretations and Commentary_ has gathered these scholars together with the aim of filling this perceived void in Kant scholarship. All of the essays contained within this volume will examine either Kant’s ideas on education through an historical analysis of his texts; or the importance and relevance of his moral philosophy, political philosophy, and/or aesthetics in contemporary education theory. (shrink)

Anthropology from a Pragmatic Point of View essentially reflects the last lectures Kant gave for his annual course in anthropology, which he taught from 1772 until his retirement in 1796. The lectures were published in 1798, with the largest first printing of any of Kant's works. Intended for a broad audience, they reveal not only Kant's unique contribution to the newly emerging discipline of anthropology, but also his desire to offer students a practical view of the world and of humanity's (...) place in it. With its focus on what the human being 'as a free-acting being makes of himself or can and should make of himself,' the Anthropology also offers readers an application of some central elements of Kant's philosophy. This volume offers a new annotated translation of the text by Robert B. Louden, together with an introduction by Manfred Kuehn that explores the context and themes of the lectures. (shrink)