1,724,492 research outputs found
Blanchot, Levinas e a arte do estranhamento
Full text linkTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em LiteraturaO presente ensaio busca pensar as questões relacionadas à leitura da obra plástica contemporânea diante da dissolução dos fundamentos tradicionais destinados à interpretação da arte. Para tanto, oferece uma possibilidade de refletir sobre as obras contemporâneas através dos conceitos de Emmanuel Levinas e Maurice Blanchot. Os conceitos de #Outro#, #Vestígio#, #Rosto# e #Há#, de Levinas, e de #Neutro#, #Fora# e #Desobra#, de Blanchot, passam a ser centrais para essa discussão. Daí resulta que, em vez de termos com a arte um contato revelador, vivenciamos o #impossível#: a arte como um #absolutamente Outro#. This essay intends to discuss some of the issues related to contemporary plastic arts, facing the dissolution of their traditional foundations. For this purpose, it offers a possibility of thinking about contemporary works of art using concepts coined both by Emmanuel Levinas and Maurice Blanchot. In other words, Emmanuel Levinas, #Otherness#, #Trace#, and Maurice Blanchot's #Neutral#, #Outside#, #Infinite#, play a central role in this discussion. As a result, instead of having a revealing encounter with art, we deal with the #impossible#, art as a complete other
A formação de professores em e para direitos humanos na perspectiva filosófica de Emmanuel Levinas
Full text linkDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2013.O presente trabalho tem como proposta refletir a formação de professores em e para direitos humanos na perspectiva filosófica de Emmanuel Levinas. Este autor propõe a ética como filosofia primeira, uma vez que a concebe como resposta à interpelação do Outro. Ela seria um caminho para resistir à ontologização e, consequentemente, à totalização. A ética levinasiana origina-se no reconhecimento da alteridade do Outro, sendo o rosto a manifestação da singularidade de cada pessoa, motivo pelo qual todo ser humano é possuidor de dignidade, um dos fundamentos dos direitos humanos. A relação ética Eu-Outro, bem como com terceiros (estrangeiro) é assimétrica, pois, desestabiliza e exige dos sujeitos dialogantes abertura, acolhimento e responsabilidade, emergindo daí a necessidade de pensar uma política na perspectiva da outridade. Portanto, uma proposta formativa pensada e articulada a partir do reconhecimento da alteridade faz irromper o inesperado, o imprevisível da vida que viria questionar concepções e práticas formativas que subordinam e colonizam o Outro, reduzindo-o ao Mesmo. Neste sentido, ainda que se reconheça a complexidade quanto à fundamentação filosófica dos direitos humanos, é intransferível a responsabilidade de pensar a formação de professores em uma perspectiva de uma pedagogia da alteridade, justificando-se assim a relevância da abordagem a qual nos propomos. Por isso, uma formação em e para direitos humanos na perspectiva filosófica de Levinas tem de ter seu fundamento na interpelação ética do Outro, cujos encaminhamentos curriculares e metodológicos se constituem em respostas aos seus apelos. Esta formação não possui encerramento em uma cerimônia de colação de grau, pois se caracteriza como inacabamento, incompletude e constante abertura à novidade que se manifesta no rosto do Outro, exigindo outros tempos, espaços, currículos e metodologias para processos formativos emancipadores. Este trabalho é de cunho qualitativo e está organizado em cinco momentos: no primeiro apresentamos o contexto e a introdução à temática da formação e dos direitos humanos; no segundo momento, tratamos da complexidade que entorna o conceito de direitos humanos; no terceiro, abordamos o pensamento levinasiano, especialmente as categorias alteridade, responsabilidade e interpelação ética; no quarto momento, refletimos os desafios e possibilidades de pensar a formação de professores na perspectiva da ética e pedagogia da alteridade e; finalizamos com algumas considerações que percebemos como necessárias, reconhecendo várias aberturas para possibilidades futuras de pesquisas, estudos e reflexões. Abstract : This present work aims to reflect the teachers education in and for human rights in the philosophical perspective of Emmanuel Levinas. This author proposes ethics as first philosophy, once conceives it as a response to the interpellation of the Other. It would be a way to resist to the ontologization and hence aggregation. Levinasian ethics originates in the recognition of the otherness of the Other, being the face, the manifestation of the uniqueness of each person, which is because every human being is possessed of dignity, one of the foundations of human rights. The ethical relation me - Other, and with third parties (foreign) is asymmetric because destabilizes and requires from the subjects dialoguers openness, acceptance and responsibility, emerging hence the need for a policy thinking from the perspective of othernes. Therefore, a training proposal conceived and articulated from the recognition of otherness does erupt the unexpected , the unpredictable of life and it would come to question concepts and training practices that subordinate and colonize the Other , reducing him to the Same . In this sense, although it recognizes the complexity as the philosophical foundation of human rights, is non-transferable responsibility of thinking about teacher education in a perspective of alterity pedagogy, thus justifying the relevance of the approach which we propose. Therefore, training in and for human rights in Levinas philosophical perspective, must have its foundation in ethical interpellation of the Other, whose curricular and methodological referrals constitute responses to their requests. This training does not have closure in a graduation ceremony, because it characterizes itself as unfinished, incompleteness and constant opening to novelty manifested on the face of the Other, requiring other times, spaces, curricula and methodology for emancipatory educational processes. This work is a qualitative one and it is organized into five parts: the first presents the context and introduction to the theme of education and human rights, in the second moment, we deal with the complexity that spills the concept of human rights, on the third, approach the Levinasian thought, especially the categories otherness, responsibility and ethical interpellation, in the fourth part, we reflect on the challenges and possibilities of thinking about teacher education from the ethics perspective and otherness pedagogy and finalizing with some considerations that we have perceived as necessary, recognizing several openings for future research possibilities studies and reflections
Metaphysics and the other
Full text linkThis thesis is about the relationship between ethics and language in the work of the contemporary French philosopher Emmanuel Levinas. The approach taken is to place his work in the context of a current debate in philosophy about the limits of language and the end(s) of philosophy. In the first chapter it looks at the place and significance of the thinking of Hegel, Heidegger, Nietzsche, and Derrida in this debate, and locates Levinas' thinking within it by examining his reading of Descartes. The thesis then goes on to examine the major themes in Levinas' work and offers an interpretation of his claims for the `primacy' of the ethics which demonstrates their bearing on the traditional concern with the relationship between metaphysics and the other. The thesis makes special reference throughout to Jacques Derrida's first major essay on Levinas, `Violence and Metaphysics'. The thesis demonstrates the sense in which in Levinas `ethics' is the `enactment' of the philosophical concern with the other. It explores in detail the overlap between this concern with the other in philosophy and the relationship to the other person, in Levinas' thinking. This is undertaken, in this thesis, in the form of a detailed analysis of the relationship between the key notions of the face to face and the third party as is found in his first major work Totality and Infinity. The analysis is then extended to the later work Otherwise than Being or Beyond Essence. In this context, the thesis demonstrates how the beyond being is held to signify within philosophy, by inspiring philosophy with the thought of the other. The thesis as a whole considers how, in Levinas, the beyond being and the relation to the other are antecedent to their thematic representation in philosophy. It examines how the necessity of their representation is related, in Levinas, to a certain injustice vis a vis the other person
A religious education otherwise: an examination and proposed interruption of current British practice
Full text linkThis 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 support of the critical realist model by Wright, I will consider how his and Slavoj izek's writings on the nature of religion might challenge the dominance of the critical realist approach and provide a conceptual framework through which it might be possible to develop an alternative approach to religious education that attends to the complexity, ambiguity and demanding nature of engaging with religious traditions
Emmanuel Levinas: entre la cautividad y la filosofía
Full text linkThe article takes up again some aspects of the life and work of Emmanuel Levinas. It focuses on the period of his captivity (1940-1945), in which he wrote De la existencia al existente. The author proposes that De la existencia al existente shows not onlyEl artículo retoma algunos aspectos de la vida y obra de Emmanuel Levinas. Se centra en el período de su cautiverio (1940-1945), en el que escribió De la existencia al existente. El autor propone que De la existencia al existente muestra no solo la dista
1963 – Emmanuel Levinas, Difficile Liberté
No full textIn Pierre Savy, éd., Histoire des Juifs, Paris, PUF, 2020, date « 1963 – Emmanuel Levinas, Difficile Liberté », p. 469-475ISBN : 2130820719, 978-213082071
Emmanuel Levinas. L'ebreo errante e il cristianesimo
No full textL'articolo prende in esame la distanza-vicinanza, quasi una sorta di chiasmo, che lega Emmanuel Levinas al cristianesimo
¿POR QUÉ ESCUCHAR A EMMANUEL LEVINAS?
No full textEmmanuel Levinas ha cuestionado seriamente la inteligibilidad filosófica de la tradición occidental. En efecto, resaltando la diferencia fundamental entre lo Dicho y el Decir, tal parece que el planteamiento levinasiano dirige sus observaciones al núcleo íntimo de una inteligibilidad filosófica que parece reposar tranquilamente en la seguridad apacible de una mismidad incuestionada. Una mismidad que engulle todo a sus propios términos y mediaciones inteligibles, dotándolos incluso de una incuestionable realidad ontológica. Por tanto, escuchar a Emmanuel Levinas significa romper con las resistencias que suele imponer la inteligencia especulativa a todo aquello que le resulta extraño para ella misma; significa abrir nuestro pensamiento a una alteridad que guíe y dirija su más esencial orientación especulativa; significa también encontrar en lo totalmente Otro la humanidad misma de todo hombre sin reducción alguna.Palabras clave: inteligibilidad, alteridad, infinito.WHY LISTENIG TO EMMANUEL LEVINAS?Abstract: Emmanuel Levinas has questioned seriously the intelligibility philosophical of the western tradition. In fact, highlighting the fundamental difference between what was said and Say, it seems that Levinas’ approach directs its observations to the core depths of a intelligibility philosophical that seems sit quietly in the security gentle a uniqueness by. A uniqueness that swallows everything in its own terms and mediation intelligible, equipping them with even an unquestionable reality ontological. Therefore, listening to Emmanuel Levinas means breaking with the resistance often imposing the speculative intelligence to everything that he found it strange for itself; it means open our thinking to an otherness that guide and direct its most essential guidance speculative; it also means finding in the utterly Another humanity itself of any man without any reduction.Keywords: intelligibility, otherness, infinity
On impolitical Messianisms: Emmanuel Levinas
Full text linkEl presente trabajo intenta realizar una lectura del pensamiento de Emmanuel levinas a trav.s de su .tica y, en particular, de su concepci.n de lo mesi.nico. Para ello, indagaremos dos caminos diferentes en torno a la figura del rostro: por un lado, su herencia fenomenol.gica, por otro lado, sus ra.ces judaicas. Hacia el final del trabajo sostendremos que el mesianismo levinasiano posee el car.cter de lo impol.tico, esto es, de un pensamiento que intenta trascender los umbrales de lo pol.tico hacia consideraciones cr.ticas.This paper tries to perform a reading of emmanuel levinas through its ethics and, in particular, his conception of the Messianic. To do so, delving two different ways on the ‘face’ notion: on the one hand, its phenomenological heritage, on the other hand, their Jewish roots. Towards the end of the work we support that levinasian Messianism has the character of impolitic, i.e., of a thought that attempts to transcend the threshold of political towards a critical considerations
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