Timothy Stock

Epistemic injustice occurs when people are harmed as knowers, especially when we lack the conceptual and interpretive resources to recognize people as knowers of their own experience. This essay addresses the ways in which concerns about epistemic injustice create a positive obligation to include diverse knowers of ethics within the academy and models a community-based alternative. This is ethical enfranchisement, by which we mean expanding the range of people included within ways of knowing ethical concepts, reflecting on the way people’s experiences are represented in ethical discourse, and allowing priority ethical conversations to be identified by community research. The goal of teaching ethics through enfranchisement is the creation of social infrastructure and exchange between community and classroom. We describe our Re-envisioning Ethics Access and Community Humanities (REACH) Initiative at Salisbury University as an example; a community-based research partnership between public philosophy and community psychology in descriptive ethics. We also explore the obligation held by ethics professionals and academics to enfranchise community members in their conceptualization of ethical concepts, priorities, and knowledge.

“The gift of bread from my mouth” serves as a byword for “Levinasian ethics,” the precise meaning of which is often taken for granted. It is not at all clear that a prescriptive ethics could ever be derived from these passages; it is also a hyperbole for responsibility. Discussion of this figure almost universally ignores the parallel, and explicitly ethical, discussion of Isaiah 58, where the breaking of bread represents the perplexity of hunger, the rejection of oppression, and the proximity of God. The breaking of bread is not a self-standing account of ethics but is paralleled by the ethics of the broken fast. The “gift of bread from my mouth” helps to explain the repeated references to fasting throughout Levinas’s authorship. The varying figures of the broken bread frame an ontological drama: sensibility, separation, proximity, and diachrony—and presses the sense that possession and the ego are ethically futile, as the alterity of hunger is proximal or “at the core” of the subject.

I propose a critique of Heidegger’s poetics, and show that poetic critique of Heidegger is also philosophical critique on Lévinasian lines. I identify an obsessional erasure of absence in Heidegger’s poetics, a neglect of the immemorial other. Lévinas frames this critique through Valéry’s Eupalinos, a dialogue of an immemorial Socrates, in Limbo after his own death, praising architecture over his own, lost, philosophy. Separating poetics from ontology, Lévinas’s immemorial acknowledges irrecuperable traces, murmurs, or echoes of alterity; poetry, as commemoration, marks the distance between loss and absence. This contrasts with Heidegger’s eulogy of Max Scheler and its echo in the Gedachtes, metaphysical and poetic monuments that seek an incompletable divorce from sensation and persons. I present Mark Doty’s elegy Atlantis as an illustration of Lévinas’s central philosophical critique of Heidegger’s thinking of death and persons. Atlantis embodies the immemorial; architecture alive with sound, an impossible city populated by absence.

The science, technology, engineering, and mathematics (STEM) classroom is an ideal site for implementing community-based ethics resources. Doing so fulfills programmatic requirements in the social reality of science and demonstrates increased applicability of science concepts to issues of immediate community concern. This chapter elaborates on the Re-envisioning Ethics Access and Community Humanities (REACH) initiative at Salisbury University, its community research methodology, and the implementation of community-sourced ethics cases in the biology classroom. Preliminary student and instructor feedback is summarized. As opposed to using more traditional ethics resources, such as cases sourced from the national media or case-based ethics readers, the use of community-based cases demonstrates promise in increasing student engagement in discussion, the applicability of course content, and a sense of the social importance of science in addressing contemporary ethics issues. We end with future implications of this pedagogical approach for revising ethics instruction in the STEM classroom.

Kierkegaard’s life-long interest in the theater is well documented and reflects the deep impact of Golden Age Denmark’s vibrant theatrical culture on his thinking. Kierkegaard has extensive and excellent criticism of performances and dramatic characters both famous and obscure. Additionally, Kierkegaard has the rare distinction among philosophers of having had aspects of his life and work continually put upon the stage. The key areas of his philosophical project that are considered here alongside his theatrical aesthetic are: repetition, reflection and recollection as they bear upon the aesthetics of time, the dialectical relationship between theatrics and religious life, the pseudonymous authorship in theatrical frame, and the ethical imitation of prototype. In text, Kierkegaard works out dramaturgically the limits of the communication of inwardness. Hence by examining the deep engagement between Kierkegaard and the theater, one can entertain the notion that theatricality is aesthetically necessary for his project as a whole.