Derrida, Deconstruction and Mystical 'Languages of Unsaying'
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Obscurantism in Social Sciences
Diogenes http://dio.sagepub.com/ Hard and Soft Obscurantism in the Humanities and Social Sciences Jon Elster Diogenes 2011 58: 159 DOI: 10.1177/0392192112444984 The online version of this article can be found at: http://dio.sagepub.com/content/58/1-2/159 Published by: http://www.sagepublications.com On behalf of: International Council for Philosophy and Human Studiess Additional services and information for Diogenes can be found at: Email Alerts: http://dio.sagepub.com/cgi/alerts Subscriptions: http://dio.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://dio.sagepub.com/content/58/1-2/159.refs.html >> Version of Record - Jul 11, 2012 What is This? Downloaded from dio.sagepub.com at Kings College London - ISS on November 3, 2013 Article DIOGENES Diogenes 58(1–2) 159–170 Hard and Soft Obscurantism in the Copyright Ó ICPHS 2012 Reprints and permission: Humanities and Social Sciences sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0392192112444984 dio.sagepub.com Jon Elster Colle`ge de France Scholarship is a risky activity, in which there is always the possibility of failure. Many scholars fail honorably, and sometimes tragically, if they have devoted their career to pursuing an hypoth- esis that was finally disproved. The topic of this article is dishonorable failures. In other words, the thrust of the argument will be overwhelmingly negative.1 I shall argue that there are many schools of thought in the humanities and the social sciences that are obscurantist, by which I mean that one can say ahead of time that pursuits within these paradigms are unlikely to yield anything of value. -
Burns* (Skidmore College)
Klesis – Revue philosophique – 2011 : 19 – Autour de Leo Strauss Leo Strauss’s Life and Work Timothy Burns* (Skidmore College) I. Life Leo Strauss (1899-1973) was a German-born American political philosopher of Jewish heritage who revived the study of political philosophy in the 20 th century. His complex philosophical reflections exercise a quietly growing, deep influence in America, Europe, and Asia. Strauss was born in the rural town of Kirchhain in Hesse-Nassau, Prussia, on September 20, 1899, to Hugo and Jenny David Strauss. He attended Kirchhain’s Volksschule and the Rektoratsschule before enrolling, in 1912, at the Gymnasium Philippinum in Marburg, graduating in 1917. The adolescent Strauss was immersed in Hermann Cohen’s neo-Kantianism, the most progressive German-Jewish thinking. “Cohen,” Strauss states, “was the center of attraction for philosophically minded Jews who were devoted to Judaism.” After serving in the German army for a year and a half, Strauss began attending the University at Marburg, where he met Hans-Georg Gadamer and Jacob Klein. In 1921 he went to Hamburg, where he wrote his doctoral thesis under Ernst Cassirer. In 1922, Strauss went to the University of Freiburg-im-Breisgau for a post- doctoral year, in order to see and hear Edmund Husserl, but he also attended lecture courses given by Martin Heidegger. He participated in Franz Rosenzweig’s Freies Jüdisches Lehrhaus in Frankfurt-am-Main, and published articles in Der Jude and the Jüdische Rundschau . One of these articles, on Cohen’s analysis of Spinoza, brought Strauss to the attention of Julius Guttmann, who in 1925 offered him a position researching Jewish Philosophy at the Akademie für die Wissenschaft des Judentums in Berlin. -
Postmodernist Gibberish: Derrida Dumbfounds the Positivists
New York Journal of Sociology, 2008, Vol. 1, pp. 187-206 NY JS POSTMODERNIST GIBBERISH: DERRIDA DUMBFOUNDS THE POSITIVISTS Ben Agger University of Texas Arlington Jacques Derrida (1978), the enfant terrible of Continental philosophy who passed away recently, made many mad: analytical philosophers, positivists in the sciences and social sciences, the right, stupid people generally. That Derrida was brilliant is somewhat beside the point. What is on point is the way he read—texts and indeed the whole western philosophical tradition— aggressively, so much so that we could conclude that Derrida meant that reading is a form of writing. That is one of the main things I take away from his oeuvre. Another is that every text is ‘undecidable,’ that is, it cannot perfectly clarify and ex- haust its topic. This is because every definition needs to be defined, ad infi- nitum. There is no vantage outside of writing from which one can achieve that Archimedean insight about the truth or essence of the world. This rebut- tal of absolutism is extremely maddening to those who pretend apodictic knowledge, especially the gang we sometimes call positivists. To be sure, positivism died within physics by 1905, with Einstein’s first papers on the special theory of relativity. Newton was overthrown, except in the largely American social sciences, where it still prevails, even though there are challengers nibbling at the edges of the mainstream social-science disciplines. Newton only survives in sociology, political science, economics and parts of psychology. It is in these disciplines that Derrida is especially scandalous, although rear-guard actions are also being fought in English by those who dislike ‘the- ory’ and want the great books instead. -
Education As the Possibility of Justice: Jacques Derrida
DOCUMENT RESUME ED 422 198 SO 028 563 AUTHOR Biesta, Gert J. J. TITLE Education as the Possibility of Justice: Jacques Derrida. PUB DATE 1997-03-00 NOTE 35p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). PUB TYPE Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Educational Philosophy; *Educational Theories; Epistemology; Hermeneutics; Higher Education; *Justice; *Philosophy IDENTIFIERS *Derrida (Jacques); Poststructuralism ABSTRACT This paper is an analysis of the ongoing work of philosopher Jacques Derrida and the immense body of work associated with him. Derrida's copious work is difficult to categorize since Derrida challenges the very concept that meaning can be grasped in its original moment or that meaning can be represented in the form of some proper, self-identical concept. Derrida's "deconstruction" requires reading, writing, and translating Derrida, an impossibility the author maintains cannot be done because translation involves transformation and the originality of the original only comes into view after it has been translated. The sections of the paper include: (1) "Preface: Reading Derrida, Writing after Derrida"; (2) "Curriculum Vitae"; (3) "(No) Philosophy"; (4) "The Myth of the Origin"; (5) "The Presence of the Voice"; (6) "The Ubiquity of Writing"; (7) "Difference and 'Differance'"; (8) "Deconstruction and the Other"; (9) "Education"; (10) "Education beyond Representation: Gregory Ulmer's 'Post(e)-pedagogy"; and (11) "Afterword: Education as the Possibility of Justice." (EH) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Education as the Possibility of Justice: Jacques Derrida. -
Derridean Deconstruction and Feminism
DERRIDEAN DECONSTRUCTION AND FEMINISM: Exploring Aporias in Feminist Theory and Practice Pam Papadelos Thesis Submitted for the Degree of Doctor of Philosophy in the Discipline of Gender, Work and Social Inquiry Adelaide University December 2006 Contents ABSTRACT..............................................................................................................III DECLARATION .....................................................................................................IV ACKNOWLEDGEMENTS ......................................................................................V INTRODUCTION ..................................................................................................... 1 THESIS STRUCTURE AND OVERVIEW......................................................................... 5 CHAPTER 1: LAYING THE FOUNDATIONS – FEMINISM AND DECONSTRUCTION ............................................................................................... 8 INTRODUCTION ......................................................................................................... 8 FEMINIST CRITIQUES OF PHILOSOPHY..................................................................... 10 Is Philosophy Inherently Masculine? ................................................................ 11 The Discipline of Philosophy Does Not Acknowledge Feminist Theories......... 13 The Concept of a Feminist Philosopher is Contradictory Given the Basic Premises of Philosophy..................................................................................... -
Jacques Derrida MAR G in S of Philosophy
Jacques Derrida MAR G IN S of Philosophy rranslated, with Additional Notes, by Alan Bass The( · University of Chicago Press Contents Jacques Derrida teaches the history of philosophy at the Ecole normale superieure, Paris. Four of his other �orks Translator's Note vii have been published by the University of Chicago Press · Tympan ix in English translation: Writing and Difference (1978); Spurs: Nietzsche's Styles Eperons: Les styles de Nietzsche (bilingual Differance 1 edition, 1979); PositionsI (1981); and Dissemination (1981). Ousia and Gramme: Note on a Note from Being and Time 29 The Pit and the Pyramid: Introduction to Hegel's Semiology 69 The Ends of Man 109 The Linguistic Circle of Geneva 137 Form and Meaning: A Note Y.on the Phenomenology of Language 155 The Supplement of Copula: Philosophy before Linguistics 175 White Mythology: Metaphor in the Text of Philosophy 207 The University of Chicago Press, Chicago 60637 Qual Quelle: The Harvester Press Limited, Brighton, Sussex Valery's Sources 273 1982 by The University of Chicago Signature Event Context 307 All© rights reserved. Published 1982 Printed in the United States of America 89 88 87 86 85 84 83 82 5 4 3 2 1 This work was published in Paris under the title Marges de Ia philosophie, 1972, by Les Editions de Minuit. Libraryof Congress© Cataloging in Publication Data Derrida, Jacques. Margins of philosophy. Title. I82-11137. v rranslatorIs Note Many of these essays have been translated before. Although all the translations in this volume are "new" and "my own" -the quotation marks serving here, as Derrida might say, as an adequate precaution-! have been greatly assisted in my work by consulting: "Differance," trans. -
Dialectic and Dialogue in Plato
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by [email protected]. College of DuPage [email protected]. Philosophy Scholarship Philosophy 10-1-2012 Dialectic and Dialogue in Plato: Revisiting the Image of "Socrates-as-Teacher" in the Hermeneutic Pursuit of Authentic Paideia James Magrini College of DuPage, [email protected] Follow this and additional works at: http://dc.cod.edu/philosophypub Part of the Education Commons, and the Philosophy Commons Recommended Citation Magrini, James, "Dialectic and Dialogue in Plato: Revisiting the Image of "Socrates-as-Teacher" in the Hermeneutic Pursuit of Authentic Paideia" (2012). Philosophy Scholarship. Paper 33. http://dc.cod.edu/philosophypub/33 This Conference Proceeding is brought to you for free and open access by the Philosophy at [email protected].. It has been accepted for inclusion in Philosophy Scholarship by an authorized administrator of [email protected].. For more information, please contact [email protected]. Dialectic and Dialogue in Plato: Revisiting the Image of “Socrates-as-Teacher” in the Hermeneutic Pursuit of Authentic Paideia James M. Magrini College of Dupage (USA) (NB: First draft of paper) Introduction: The Socratic method of pedagogy as described and implemented by Adler in the Paideia Project (1984) emerges from a view of Socrates that runs counter to Plato’s image of Socrates as presented within the dialogues, most specifically the “early” dialogues deemed “aporetic” in nature.1 Within Adler’s view, Socrates represents the supreme example of what an educator should be like. “The Socratic mode of teaching,” states Adler (1984), is a method of pedagogy that brings ideas to birth by means of “asking questions, by leading discussions, by helping students to raise their minds up from a state of understanding and appreciating less to a state of understanding and appreciating more” (p. -
Pli 10 9 Badiou.Pdf
Alain Badiou 175 PJi10 (2000),174-190. of contradictions over against the unilateral entities and fixed categories through which metaphysics allows something like a submission to death to prosper. Let us call this the dialectical trial of any metaphysical immobilism or 'eternitism'. In this trial Hegel is a key witness for the prosecution, but also Marx and Nietzsche, as well as Freud and Lacan. 4. Finally, that which discerns under the name of metaphysics the Ij Metaphysics and the Critique of Metaphysics nihilistic disposition of the entire history of the West. 'Metaphysics' I stands here for a prescription of the history of being such that to desire its ,I'l reversal one must engage in an interminable hermeneutic wait. Let us call ALAIN BADIOU I'll this the historial trial of metaphysics, which in the end can only oppose to I metaphysics' rampant technical reign the reserve of the poet or the 11"1 1 announcement of a return of the dead gods. 11 Anti-metaphysics is thus to be found in four guises: critique, I,ll Our question can be simply stated. What does "metaphysics" name in any positivism, dialectics, and hermeneutics. If, against the vacuity of the discourse that declares a crisis of metaphysics (in the best of cases), or the metaphysical concept, it functions through a discipline of limitation, it is end or even the profound non-sense of metaphysics (in the worst)? What the essence of critique; through a discipline of mathematized i" type of thought does this word, "metaphysics", refer to, for all those who experimentation, it is positivism; through the overcoming of the principle i!" claim to critique or reform its effects? of identity that grounds metaphysics, it is dialectics; finally, if it functions Let us recall that the theme either of an obsolescence or of a necessary through a deciphering of the history of being that culminates in an "I: and radical transformation of that which is sustained by the name epochal diagnosis, it is hermeneutics. -
The Production and Circulation of Propaganda
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RMIT Research Repository The Only Language They Understand: The Production and Circulation of Propaganda A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Christian Tatman BA (Journalism) Hons RMIT University School of Media and Communication College of Design and Social Context RMIT University February 2013 Declaration I Christian Tatman certify that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged; and, ethics procedures and guidelines have been followed. Christian Tatman February 2013 i Acknowledgements I would particularly like to thank my supervisors, Dr Peter Williams and Associate Professor Cathy Greenfield, who along with Dr Linda Daley, have provided invaluable feedback, support and advice during this research project. Dr Judy Maxwell and members of RMIT’s Research Writing Group helped sharpen my writing skills enormously. Dr Maxwell’s advice and the supportive nature of the group gave me the confidence to push on with the project. Professor Matthew Ricketson (University of Canberra), Dr Michael Kennedy (Mornington Peninsula Shire) and Dr Harriet Speed (Victoria University) deserve thanks for their encouragement. My wife, Karen, and children Bethany-Kate and Hugh, have been remarkably patient, understanding and supportive during the time it has taken me to complete the project and deserve my heartfelt thanks. -
The Meaning of Being in Speech: Language, Narrative, and Thought
University of Central Florida STARS HIM 1990-2015 2013 The Meaning of Being in Speech: Language, Narrative, and Thought Leah Kaplan University of Central Florida Part of the Philosophy Commons Find similar works at: https://stars.library.ucf.edu/honorstheses1990-2015 University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by STARS. It has been accepted for inclusion in HIM 1990-2015 by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Kaplan, Leah, "The Meaning of Being in Speech: Language, Narrative, and Thought" (2013). HIM 1990-2015. 1501. https://stars.library.ucf.edu/honorstheses1990-2015/1501 MEANING OF BEING IN SPEECH: LANGUAGE, NARRATIVE, AND THOUGHT by LEAH KAPLAN A thesis submitted in partial fulfillment of the requirement for the Honors in the Major Program in Philosophy in the College of Arts and Humanities and in The Burnett Honors College at the University of Central Florida Orlando, Florida Summer Term 2013 Thesis Chair: Don Jones ABSTRACT In this thesis I will follow the works of Jacques Derrida and Hans-Georg Gadamer, reconciling both thinkers by providing a reflection on the necessary and foundational conditions for the experience of meaning. A reflection on Jacques Derrida’s formulations on différance, trace, absence, presence, clôture, and hospitality, alongside Gadamer’s critical hermeneutics on the aesthetics of play and interpretation will open up this tension and provide a new relation for the possibility for meaning. By reconciling these two philosophers it will become apparent that the Self-Other relationship, the activ-ity of difference,and the trace, all condition a space for heterogeneity within linguistic, hermeneutic, and narrative meaning. -
Jacques Derrida Dissemination Translated, with an Introduction
Jacques Derrida Dissemination Translated, with an Introduction and Additional Notes, by Barbara Johnson The University of Chicago Press Contents Translator's Introduction VlI Outwork, prefacing 1 Plato's Pharmacy 61 I 65 1. Pharmacia 65 2. The Father of Logos 75 3. The Filial Inscription: Theuth, Hermes, Thoth, Nabfr, Nebo 84 4. The Pharmakon 95 5. The 'pharmakeus 117 II lW 6. The Pharmakos 128 7. The Ingredients: Phantasms, Festivals, and Paints 134 8. The Heritage of the Pharmakon: Family Scene 142 9. Play: From the Pharmakon to the Letter and from Blindness to the Supplement 156 The Double Session 173 I 175 II 227 VI CONTENTS Dissemination 287 I 289 1. The Trigger 290 2. The Apparatus or Frame 296 3. The Scission 300 4. The Double Bottom of the Plupresent 306 5. wriTing, encAsIng, screeNing 313 6. The Attending Discourse 324 II 330 7. The Time before First 330 8. The Column 340 9. The Crossroads of the "Est" 347 10. Grafts, a Return to Overcasting 355 XI. The Supernumerary 359 Translator's Introduction All translation is only a somewhat provisional way of coming to terms with the foreignness of languages. -Walter Benjamin, "The Task of the Translator" What is translation? On a platter A poet's pale and glaring head, A parrot's screech, a monkey's chatter, And profanation of the dead. -Vladimir Nabokov, "On Translating 'Eugene Onegin'" Jacques Derrida, born in Algiers in 1930, teaches philosophy at the Ecole Normale Superieure in Paris. His tremendous impact on contemporary theoretical thought began in 1967 with the simultaneous publication -
41219 Manuscript
This article is downloaded from http://researchoutput.csu.edu.au It is the paper published as: Authors: Russell Daylight Title: The passion of Saussure Journal Title: Language and Communication ISSN: 0271-5309 Year: 2012 Volume: 32 Issue: 3 Pages: 240-248 Abstract: Perhaps the best known and most influential of Jacques Derrida’s early, linguistically- oriented critiques concerns the relationship between writing and speech. This inquiry is directed towards a certain thread in the history of philosophy in which priority is given to spoken language over the written. It is Saussurean linguistics in particular that allows Derrida to posit the interdependence of phonocentrism, or the privilege of speech over writing, with logocentrism, or the desire for a true and universal experience of the world in the mind prior to the introduction of language. However, a close reading of this engagement suggests that Saussure might be phonocentric but not logocentric, and indeed, that it is possible to be phonocentric but not logocentric. URLs: http://dx.doi.org/10.1016/j.langcom.2012.04.003 http://researchoutput.csu.edu.au/R/-?func=dbin-jump- full&object_id=41219&local_base=GEN01-CSU01 Author Address: [email protected] CRO Number: 41219 1 Title: The Passion of Saussure Author: Russell Daylight Lecturer in English Charles Sturt University Panorama Avenue Bathurst NSW 2795 Australia Tel. +612.6338.4028 Fax. +612.6338.4401 [email protected] Abstract: Perhaps the best known and most influential of Jacques Derrida’s early, linguistically-oriented critiques concerns the relationship between writing and speech. Derrida’s inquiry is directed towards a certain thread in the history of philosophy in which priority is given to spoken language over the written.