The place and significance of religious community is a central concern in recent continental philosophy of religion. Although Kierkegaard is a significant influence for many recent continental philosophers of religion, recent work on his social thought is largely ignored. I begin the paper by describing how recent continental philosophers of religion, in particular John Caputo, John Milbank, and Jürgen Habermas, have used Kierkegaard in order to address social questions. Then I show how recent work on Kierkegaard’s social thought – namely, (...) his social ontology and his account of community – that can enrich discussion in recent continental philosophy of religion about the nature of religious community. (shrink)

This article aims at making a case for the role of seduction in existential education, that is, education that focuses on the pupil’s life choices. First, the article attempts to show that the relationship between the teacher and the pupil can be understood as a form of seduction. Secondly, the article examines how such a relationship functions in practice. Thirdly, the article warns against dangerous aspects related to seduction, and lastly, the article offers five conditions for how seduction can be (...) used in a justifiable manner in existential education. (shrink)

This paper makes the point that Kierkegaard’s ideas concerning individuality cannot be understood clearly without placing them in the context of what I am calling ontological isolation. This means the radical deprivation by selfhood of every aspect of reality, to the point where not even the possibility or illusion of reality is available to the self. In this context the self is required to become itself, forming itself in and out of its own absolute nothingness, ontological destitution, or wrongness. With (...) this form of isolation as our investigative key, we unlock what Kierkegaard means by his command to become a self, where becoming itself, in absence of prior possibility, constitutes the reality of self, and why Kierkegaard places crucial emphasis, contrary to the tradition, on the priority of negativity. By having the self originate itself in “absolute difficulty,” or that wherein the act itself, or pure doing without result, is primary, Kierkegaard now replaces metaphysics with ethics in order of priority, and places the self inseparably in a world that responds directly to that act. I show here a parallel between Kierkegaard’s approach to ethical action with that of artistic creation of a kind of world, the work of art. In doing so I reveal the inadequacy of interpretations that would impose traditional forms of isolation, social and cosmic, on Kierkegaard, as some of his critics do, or that would place Kierkegaard’s ethics within traditional developmental models, as many of his sympathizers do. (shrink)

This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the (...) maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school. (shrink)

Kierkegaard's theory of pre-ethical, aesthetic, ethical, and religious spheres of moral reasoning was applied to the case of an individual rejected for promotion to full professor. The evaluators seemed to represent the public morality of the profession, assumed that they represented the highest level of moral reasoning, and judged that the candidate represented a private morality based on a lower level of moral reasoning. The article questioned the view that moral reasoning could be discerned from one's actions. It was paradoxical (...) that different spheres seemed to produce similar kinds of actions, though for differing reasons, making identification difficult. It was easy for the evaluators to confuse spheres representing private moralities and to conclude, based on the candidate's research record, that she/he was unsuitable for promotion. It was equally difficult for the candidate to discern whether the evaluators' moral reasoning represented the public morality of the profession, or a pre-ethical need by the evaluators to appear in solidarity with the public morality. This made it difficult for the candidate to know whether the evaluators' recommendations represented absolute standards that would be applied to any future re-application, or not. The article's contribution was the identification of different spheres of moral reasoning, the interactions between spheres, and the paradoxical indeterminacy of gauging moral reasoning from moral action. It supported Kierkegaard's view that the highest truth attainable by an individual was "an objective uncertainty" and that this truth was lost in self-deception when one claimed to have been able to solve the paradox. (shrink)

"نحن" أسبق على الأنا والآخر. تتجلى في ضوء هذه العبارة فلسفة إیمانویل كفلسفة أنطولوجیة تعبر عن وحدة خلقیة، غایتها تقدیم الخطوط العریضة للتعامل لیفیناس بین الأنا والآخر. فقد انعطف لیفیناس بالفكر الفلسفي من التمحور حول فكرة الوجود إلى التركیز على الأخلاق وجعلها الفلسفة الأولى. إن الفلسفة الأخلاقیة كما یذهب لیفیناس هي فلسفة اجتماعیة، لأنها تباشر كل ما یخص الإنسانیة، وفلسفته على وجه الخصوص تدعو للتجاوز لا للتناحر، وقد كان (الوجه) هو حجر الأساس الذي بنى علیه الفیلسوف فلسفته الأخلاقیة، وجعله المحك (...) الأساسي للتواصل بین الأنا والآخر، وذلك لأنه لا یمكن الفصل بین الآخر ووجهه،مشیرًا إلى أن اللقاء بالوجه هو بمثابة الحدث الذي یكمن فیه الحوار وربما یكون حوار من دون خطاب موجه، فالوجه هو ظاهرة تشیر إلى ماهیة الإنسان بالمعنى الفینومینولوجي. كما لو كان ذلك الخطاب هو تجلّ للإله على الوجه لحظة اللقاء؛ حیث یقول لیفیناس: "فحینما تلتقي الأنا بالأنت تبدأ العلاقة الأصلیة للحدث الأخلاقي". (shrink)