Dissymmetry and Height: rhetoric, irony and pedagogy in the thought of Husserl, Levinas and Blanchot.
To be published in Human Studies, 27 (2).
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|Additional Information:||Refereed journal paper. This paper makes a contribution to wider debates within the philosophy of education concerning the contribution made by phenomenology and its value within the teaching situation. Whereas most phenomenological texts on education emphasise inter-subjectivity and the teaching encounter, this paper returns phenomenology to the impasse reached by Husserl in his attempt to construct a convincing model of inter-subjectivity. Rather than seeing this as a �failure� however, Peters offers a reading of the thought of Blanchot and Levinas as a means of arguing for the necessity of solitude within the teaching situation. The paper constructs its argument through a close and detailed reading of a series of key phenomenological texts. It then draws upon theories of irony and rhetoric to suggest a pedagogical model at odds with many contemporary educational assumptions. Paper delivered at Annual Conference of the Society for Phenomenology and the Human Sciences, Loyola University, Chicago, October 2002.|
|Faculty/Department:||~Pre-2010 Faculty Structure > Faculty of Creative Arts|
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|Deposited On:||22 Jan 2010 15:13|
|Last Modified:||22 Jan 2010 15:15|
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