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116Levinas, Judaism, and the Feminine: The Silent Footsteps of RebeccaIndiana University Press. 2003.Challenging previous interpretations of Levinas that gloss over his use of the feminine or show how he overlooks questions raised by feminists, Claire Elise Katz explores the powerful and productive links between the feminine and religion in Levinas’s work. Rather than viewing the feminine as a metaphor with no significance for women or as a means to reinforce traditional stereotypes, Katz goes beyond questions of sexual difference to reach a more profound understanding of the role of the femini…Read more
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337The Stirrings of a Stubborn and Difficult Freedom: Assimilation, Education, and Levinas’s Crisis of HumanismJournal of French and Francophone Philosophy 18 (1): 86-105. 2010.In several places, Levinas identifies the problem that concerns him as a “ crisis of humanism.” This problem finds its seeds in modernity but comes to fruition in the inhumanities of the 20 th century. Like his philosophical predecessors, Levinas offers an educational model as a solution to a problem he has identified. But this model--Jewish education—is uniquely different from those offered by those who came before him. This essay examines Levinas‘s interest in Jewish education as a s…Read more
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Turning toward the Other : Ethics, Fecundity, and the Primacy of EducationIn Scott Davidson & Diane Perpich (eds.), Totality and infinity at 50, Duquesne University Press. 2012.
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41Review of Michael L. Morgan, Discovering Levinas (review)Notre Dame Philosophical Reviews 2008 (1). 2008.
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The Ethical and Political Dimensions of Making Amends: A DialogueSouth Central Review 27 (3): 144-61. 2010.Our topic is the moral task of righting one’s wrongful actions and the extent to which this should be considered primarily as a task for the wrongdoer alone, an interaction between the wrongdoer and victim, or a more broadly communal act. In considering this question, we are asked to consider what it means for justice to be served with regard to both victim and wrongdoer.
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110Philosophy, Education, and the Cycle of EnlightenmentNew Nietzsche Studies 7 (3-4): 75-90. 2007.
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91Review of Denise Egéa-Kuehne, Levinas and Education: at the intersection of faith and reason (review)Studies in Philosophy and Education 28 (4): 375-381. 2009.
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"on A Word And A Prayer": Education, Prayer, and the Affirmation of FaithJournal of Textual Reasoning 5 (1). 2007.
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107Educating the Solitary Man: Levinas, Rousseau, and the Return to Jewish WisdomLevinas Studies 2 133-152. 2007.Jean-Jacques Rousseau (1712–1778) opens his book The Social Contract (1762) with his famous statement, “Man is born free; and everywhere he is in chains.” An Enlightenment thinker, Rousseau understands himself to be responding to the two dominant traditions of political thought at this time: the voluntarist tradition of Hobbes, Pufendorf, and Grotius; and the liberal tradition of Locke and Montesquieu. The latter group argues that civil society exists to protect certain natural rights, one of wh…Read more