Brian Prosser

Levinas distances himself from Kierkegaardian analyses by suggesting that It is not I who resist the system, as Kierkegaard thought; it is the other. This seems an obvious misreading of Kierkegaard. Resistance, for Kierkegaard, never legitimately arises from the I, but from a God-relationship that breaks through the sphere of immanence and disturbs the system. But, for Levinas it is problematic to suggest a God-relationship distinct from interhuman relationships. Transcendent interhuman relations, Levinas contends, give theological concepts [their] sole signification. Yet, similarities in their accounts of ethical subjectivity and conscience may tempt one to suggest, as a recent commentator does, that appropriation of the Kierkegaardian framework by Levinas is problematic insofar as it is misapplied to interhuman relationships... .; I resist this understanding of the problem. Levinas is not only concerned with denying the interlocutor (i.e., God) in Kierkegaard's description of the transcendent awareness that grounds conscience. Levinas also questions the nature of interlocution implied by Kierkegaard. Levinas' criticisms of Kierkegaard set an important agenda for the study of Kierkegaard by demanding that one address the difficulties that the problematics of hearing raise for Kierkegaard's account of conscientious subjectivity. His challenge could profoundly affect and, in my opinion, enrich the Kierkegaardian account.

If the rhetorical and economic investment of educators, policy makers and the popular press in the United States is any indication, then unbridled enthusiasm for the introduction of computer mediated communication (CMC) into the educational process is wide-spread. In large part this enthusiasm is rooted in the hope that through the use of Internet-based CMC we may create an expanded community of learners and educators not principally bounded by physical geography. The purpose of this paper is to reflect critically upon whether students and teachers are truly linked together as a``community'' through the use of Internet-based CMC. The paper uses the writings of Kierkegaard, and Hubert Dreyfus's exploration of Kierkegaardian ideas, to look more closely at the prospects and problems embedded in the use of Internet-based CMC to create "distributed communities" of teachers and learners. It is argued that from Kierkegaard's perspective, technologically mediated communications run a serious risk of attenuating interpersonal connectivity. Insofar as interpersonal connectivity is an integral component of education, such attenuation bodes ill for some, and perhaps many instances of Internet-based CMC.