Deconstruction and re-thinking education

Derrida and the Future of the Liberal Arts, 2013

Th is section consists of two chapters that examine the university in relation to Derrida ' s contribution to thinking about these institutions, the challenges that Derrida has posed to them, and how social theorists have responded to those challenges and to the wider project of deconstruction in the university. Th e second chapter is a republication of Simon Critchley ' s " What Is the Institutional Form of Th inking?, " which lays out how we might better imagine what Derrida called the " unconditional university. " 02Chapter 01.indd 11 02Chapter 01.indd Th e university without conditions is not situated necessarily or exclusively within the walls of what is today called the university. It is not necessarily, exclusively, exemplarily represented in the fi gure of the professor. It takes place, it seeks its place wherever this unconditionality can take shape. Everywhere that is, perhaps, given one (itself) to think. Sometimes even beyond, no doubt, a logic or a lexicon of the " condition. "

A Companion to Derrida, 2014

As an introduction to Derridean thought and the agenda of deconstruction, one must truly be exposed to Derrida, even to the point of discomfort, in order to grasp the effect that he has had on modern theology. Too few overviews and summations of deconstruction actually interact with the broad body of Derrida’s speaking and writing, choosing instead to sum up the core themes rather tidily, while ignoring the impact of the personal style and approach that Derrida constantly maintained.

This article presents an essay about Jacques Derrida's deconstruction and hermeneutics. It is also intended to give information about Post-Structuralism and its contribution in literary theory since Derrida's opinion made an impact including literary theory. By the way, this article hopes to make clear about Derrida's influence on contemporary thought and giving feedback for those who are new beginners in the field of Literary Theory and Criticism. JACQUES DERRIDA'NIN YAPISAL ÇÖZÜM VE YORUMLAMASINA KISA BIR BAKIŞ ÖZET Bu makalenin amacı Jacques Derrida'nin yapısal çözüm ve yorumlama ile ilgili görüşlerini açıklamaktır. Bu çalışma teorik bir çalışmadır. Derrida'nin edebi teoriyi kapsayan etkisinden dolayı, Post-Yapısalcılık ve edebi teoriye içeren bilgiler de ayni zamanda verilmeye çalışılmıştır. Bu makale özellikle Eleştiri ve Edebi Teori alanlarına yeni olan kişilere, Derrida'nin çağdaş düşünce ve dönüt verme gibi etkilerini açıklamayı umut etmiştir.

Philosophy Today, 2017

In this essay I examine Derrida's attempts to transform how philosophy is conceived, specifically as this occurs in his writings on education. In these writings Derrida challenges two understandings of philosophy-in his interventions into debates on lycée education he targets philosophy in France, while in texts related to the founding of the Collège International de Philosophie at stake is philosophy understood as a broader European institution. I argue that in each case key in Derrida's challenge is his rethinking of philosophy's relation to other disciplines, and I suggest that this rethinking can aid us in our own attempts to transform education in philosophy.

Educational Philosophy and Theory, 2003

The century of 'Marxism' will have been that of the techno-scientific and effective decentering of the earth, of geopolitics, of the anthropos in its onto-theological identity or its genetic properties, of the ego cogito -and of the very concept of narcissism whose aporias are … the explicit themes of deconstruction. This trauma is endlessly denied by the very movement through which one tries to cushion it, to assimilate it, to interiorize and incorporate it. In this mourning work in process, in this interminable task, the ghost remains that which gives one the most to think about-and to do. Let us insist and spell things out: to do and to make come about, as well as to let come (about). (Derrida, 1994, p. 98) This essay began as part of a symposium on Marxism today. 1 It moves through a necessarily guilty reading of the reception of the 'post' in educational research 2 and then turns to its primary interest, the uses of deconstruction in thinking about the improvement of educational policy and practice through research, by way of a focus on reinscribing praxis under conditions of postmodernity. Whatever the meaning of the 'post' these days, it is pervasive, elusive and marked by a proliferation of conflicting definitions that refuse to settle into meaning. Efforts to accommodate/incorporate the 'post' in educational research have not been easy. In the pages of the Educational Researcher alone, warn against 'the decline of class politics,' textualism, 'toothless liberalism and airbrushed insurgency,' nihilism, localism and relativism, all wrapped up in 'a facile form of culturalism' that paralyzes progressive politics. Constas (1998) offers a typology of the postmodern noteworthy for its use of the very logic that the 'post' sets out to undo . Howe contrasts 'postmodernists' and 'transformationists' and worries about 'paradigm cliques ' (1998, p. 20). Harold has famously argued that all readings are misreadings, given the weight of perspective on what we see and how we see it. This essay adapts Bloom's thesis to read the space of the range of discussion concerning the 'post' in educational research as symptomatic of the anxieties attendant upon the collapse of foundations and the end of triumphalist versions of science. In order to make the project doable, I concentrate on the reception of Derrida as a 'part-for-whole' or synecdoche for the heterogeneous 'post' of postmodernism, including deconstruction.

2013

Jacques Derrida (1930-2004) is undoubtedly one of the most influential thinkers in the history of western thought. Derrida is responsible for the pervasive phenomenon in modern literary and cultural theory known as "deconstruction." While Derrida himself has insisted that Deconstruction is not a theory unified by any set of consistent rules or procedures, it has been widely regarded as a way of reading, a mode of writing, and, above all, a way of challenging interpretations of texts based upon conventional notions of the stability of the human self, the external world, and of language and meaning. Often deconstruction, a French word is described as a 'method' of 'analysis,' a 'type' of 'critique,' and 'act' of 'reading' as a 'way' of 'writing,' deconstruction as a broad phenomenon has become all of the things. Like the New Criticism in the 1940's and Structuralism thereafter, Deconstruction is the most influential critical movement of our time. According to the theoru of Deconstruction, no work of literature whatsoever has been able to express exactly what it wanted to say and thus the critics' business is to deconstruct and recreate them, taking their words as not the outward form of their meaning but only the 'trace of a quest.' (Das 31) The purpose of this paper is to show what the theory of deconstruction means and how it is different from earlier theories of literary criticism particularly New Criticism and Structuralism. The deconstructive philosophy of Derrida is a reaction to the structural anthropology of Claude Levi-Strauss. Derrida moved from a text oriented deconstructive approach through analysis of politics and institution. The work of Jacques Derrida in the 1960's is generally considered of crucial moment in the rise of post structuralism. In three seminal works-"Of Grammatology," "Speech and Phenomenon" and "Writing and Difference." Derrida calls into question the notion of centres, unity, identity, signification working at a point where he is intensely self-conscious and self-critical of his own writings, Derrida demolishes the boundaries between literature and non-literature. Derrida's transatlantic influence can be traced to an important seminar held at John Hopkins University in 1966. A number of leading French theorists, such as Roland Barthes, Jacques Lacan, and Lucien Goldmann, spoke at this conference. Derrida himself presented what was quickly recognized as a pioneering paper entitled "Structure, Sign and Play in the Discourse of the Human Sciences," a text which shows both what Derrida owes to structuralism and his paths of

Edinburgh University Press eBooks, 2021

This chapter, in exploring the implications of Derrida's admission of the example of the Clipper chip into the book version of Politics of Friendship, desacralises the notion of khora, as 'the place of possible substitution', and as 'third genus' between the intelligible and the sensible.2 This opens up a 'spectrology' of the in-between in which the importance of design education, design practices and designed entities emerges, as media for formal and informal public education, by extension from Derrida's emphasis on the role of literature and the humanities in the university.3 In doing so, it acknowledges Derrida's emphasis on secrecy or confidentiality for his conception of the relation between the educational and the political. For Derrida, reflection upon the Kantian ethics and politics of friendship should organise itself around the concept of secrecy (PF, 257).4 The secret is 'that which one thinks [.. .] must remain secret because an engagement has been entered upon and a promise made in certain non-natural conditions' (259).

Philosophy in Review, 2006