1.  1
    Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility.Anna Strhan - 2012 - Wiley-Blackwell.
    _Levinas, Subjectivity, Education_ explores how the philosophical writings of Emmanuel Levinas lead us to reassess education and reveals the possibilities of a radical new understanding of ethical and political responsibility. Presents an original theoretical interpretation of Emmanuel Levinas that outlines the political significance of his work for contemporary debates on education Offers a clear analysis of Levinas’s central philosophical concepts, including the place of religion in his work, demonstrating their relevance for educational theorists Examines Alain Badiou’s critique of Levinas’s work (...)
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  2.  57
    A Religious Education Otherwise? An Examination and Proposed Interruption of Current British Practice.Anna Strhan - 2010 - Journal of Philosophy of Education 44 (1):23-44.
    This paper examines the recent shift towards the dominance of the study of philosophy of religion, ethics and critical thinking within religious education in Britain. It explores the impact of the critical realist model, advocated by Andrew Wright and Philip Barnes, in response to prior models of phenomenological religious education, in order to expose the ways in which both approaches can lead to a distorted understanding of the nature of religion. Although the writing of Emmanuel Levinas has been used in (...)
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    Levinas, Durkheim, and the Everyday Ethics of Education.Anna Strhan - 2016 - Educational Philosophy and Theory 48 (4).
    This article explores the influence of Émile Durkheim on the philosophy of Emmanuel Levinas in order both to open up the political significance of Levinas’s thought and to develop more expansive meanings of moral and political community within education. Education was a central preoccupation for both thinkers: Durkheim saw secular education as the site for promoting the values of organic solidarity, while Levinas was throughout his professional life engaged in debates on Jewish education and conceptualized ethical subjectivity as a condition (...)
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  4.  52
    ‘Bringing Me More Than I Contain …’: Discourse, Subjectivity and the Scene of Teaching in Totality and Infinity.Anna Strhan - 2007 - Journal of Philosophy of Education 41 (3):411–430.
  5. Religious Language as Poetry: Heidegger's Challenge.Anna Strhan - 2011 - Heythrop Journal 52 (6):926-938.
    This paper examines how Heidegger's view that language is poetry might provide a helpful way of understanding the nature of religious language. Poetry, according to Heidegger, is language in its purest form, in that it both reveals Being, whilst also showing the difference between word and thing. In poetry, Heidegger suggests, we come closest to the essence of language itself and encounter its strangeness and impermeability, and its revelatory character. What would be the implications for viewing religious language in this (...)
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  6.  67
    The Obliteration of Truth by Management: Badiou, St. Paul and the Question of Economic Managerialism in Education.Anna Strhan - 2010 - Educational Philosophy and Theory 42 (2):230-250.
    This paper considers the questions that Badiou's theory poses to the culture of economic managerialism within education. His argument that radical change is possible, for people and the situations they inhabit, provides a stark challenge to the stifling nature of much current educational debate. In Saint Paul: The Foundation of Universalism, Badiou describes the current universalism of capitalism, monetary homogeneity and the rule of the count. Badiou argues that the politics of identity are all too easily subsumed by the prerogatives (...)
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    Art and Responsibility: A Phenomenology of the Diverging Paths of Rosenzweig and Heidegger. By Jules Simon. Pp. Ix, 290, Continuum, 2011, £65.00/$120.00. [REVIEW]Anna Strhan - 2014 - Heythrop Journal 55 (4):727-727.
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    Heidegger, Art and Postmodernity. By Iain D. Thomson. Pp. Xix, 245, Cambridge University Press, 2011, £17.99/$27.99.Anna Strhan - 2014 - Heythrop Journal 55 (4):728-728.