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Who's Afraid of Philosophy?: Right to Philosophy 1 (Meridian: Crossing Aesthetics), by Jacques Derrida
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This volume reflects Jacques Derrida's engagement in the late 1970s with French political debates on the teaching of philosophy and the reform of the French university system. He was a founding member of the Research Group on the Teaching of Philosophy (Greph), an activist group that mobilized opposition to the Giscard government's proposals to "rationalize" the French educational system in 1975, and a convener of the Estates General of Philosophy, a vast gathering in 1979 of educators from across France. While addressing specific contemporary political issues on occasion, thus providing insight into the pragmatic deployment of deconstructive analysis, the essays deal mainly with much broader concerns. With his typical rigor and spark, Derrida investigates the genealogy of several central concepts which any debate about teaching and the university must confront. Thus there are essays on the "teaching body," both the faculty corps and the strange interplay in the French (but not only the French) tradition between the mind and body of the professor; on the question of age in teaching, analyzed through a famous letter of Hegel; on the class, the classroom, and the socio-economic concept of class in education; on language, especially so-called "natural languages" like French; and on the legacy of the revolutionary tradition, the Estates General, in the university. The essays are linked by the extraordinary care and precision with which Derrida undertakes a political intervention into, and a philosophical analysis of, the institutionalization of philosophy in the university.
- Sales Rank: #654964 in Books
- Brand: Brand: Stanford University Press
- Published on: 2002-03-17
- Released on: 2002-03-03
- Original language: French
- Number of items: 1
- Dimensions: 9.00" h x .70" w x 6.00" l, .75 pounds
- Binding: Paperback
- 240 pages
- Used Book in Good Condition
Review
“This book is of extraordinary importance. It collects one of the most important and underappreciated aspects of Derrida’s work - his investigations into the institutions of philosophical research and teaching - in a definitive and comprehensive volume. These essays are crucial to an understanding of Derrida, and their publication in English is a milestone.”―Thoman Keenan, Bard College
Language Notes
Text: English (translation)
Original Language: French
From the Inside Flap
This volume reflects Jacques Derrida’s engagement in the late 1970s with French political debates on the teaching of philosophy and the reform of the French university system. He was a founding member of the Research Group on the Teaching of Philosophy (Greph), an activist group that mobilized opposition to the Giscard government’s proposals to “rationalize” the French educational system in 1975, and a convener of the Estates General of Philosophy, a vast gathering in 1979 of educators from across France.
While addressing specific contemporary political issues on occasion, thus providing insight into the pragmatic deployment of deconstructive analysis, the essays deal mainly with much broader concerns. With his typical rigor and spark, Derrida investigates the genealogy of several central concepts which any debate about teaching and the university must confront.
Thus there are essays on the “teaching body,” both the faculty corps and the strange interplay in the French (but not only the French) tradition between the mind and body of the professor; on the question of age in teaching, analyzed through a famous letter of Hegel; on the class, the classroom, and the socio-economic concept of class in education; on language, especially so-called “natural languages” like French; and on the legacy of the revolutionary tradition, the Estates General, in the university. The essays are linked by the extraordinary care and precision with which Derrida undertakes a political intervention into, and a philosophical analysis of, the institutionalization of philosophy in the university.
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Not Virginia Woolf...
By FrKurt Messick
This text is part of a much larger work entitled `Du droit a la philosophie' (Right to Philosophy), a collection of letters, essays, interviews and talks given by Derrida in the 1970s and 1980s. These deal with issues around teaching philosophy, the nature and problems of philosophical writing and research, how the discipline of philosophy relates to institutions (with a particular emphasis on universities), all with Derrida's classic insight and deconstructive sense of the mind.
During the 1960s and into the 1970s, higher education was a centre of change and rebellion, in a polyvalent sense of these terms. Not only growth of the mind and new discoveries that inevitably lead to change, and not only reinterpretation and changing systems and structures due to the deconstruction of traditional and static frameworks, but literally through the rebellion and sometimes violent actions of students (with the support of not a few faculty members, in France and in America), change was taking place. There was a grand meeting called in France in the late 1970s with the intention of discerning the fate of the philosophical discipline, whose proposals (the Haby proposal) were never implemented, but whose spirit helped establish the College International de Philosophie.
Derrida first looks at the right to philosophy, from the various ways this sentence can be constructed. What is a right to philosophy? Who has a right to philosophy? What is assumed as foundational and institutional, and what looks out beyond these to horizons? What are rights? Derrida places much emphasis on linguistic interpretation and deconstruction, looking both at the right to language and the right of language in the quest for the right to philosophy. There is a vast amount of privilege here.
Derrida looks at the roles of teachers, the very concept and the structure of faculty classes today and in the past. He identifies a crisis in teaching, particularly in the teaching of philosophy, in historical and conceptual paradigms. Philosophy would always be borne of crisis and finds its life in crisis - it is only in the constancy of questions that philosophy continues, which means a constancy of doubt and the unknown, and this can represent crisis. However, there are more `concrete' crises which deal with the political (is philosophy doing what the institution, supported by the state, wants it to do?) and the broader intellectual context of the rise (perhaps dominance) of the mathematical and physical sciences all the while undergoing their own crisis of confidence.
This is not an easy text, nor is it one that readers of general philosophy will find of interest. It assumes two things - a high degree of familiarity with Derrida, and a high degree of familiarity with the societal situation in philosophy education, particularly in France. In some ways, this could be a post-modern response to John Henry Newman's `Idea of a University'; in the midst of the particular, Derrida does address in his typical fashion larger ideas of importance to higher education today.
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