Instituting excesses : the scene of teaching in Descartes, Freud, Hegel and Levinas
This thesis explores the place and logics of the scene of teaching in the works of four major thinkers: Descartes, Freud, Hegel and Levinas. More detailed reasons for my choice of authors, the order in which they are examined and my method of approach are given in the Introduction. The most general context of the thesis is deconstruction, specifically the texts of Jacques Derrida, which highlight the complexity of the limit - of the relations between the ~inside~ and the ~outside~ - and which therefore open onto a reorganisation of domains traditionally held apart and hierarchically structured. Specifically, the thesis sets out to explore the scene of teaching ~in~ the works of these thinkers, and argues that the scene of teaching can be coherently placed neither within, nor as an empirical outside of the domain of philosophy. ~Philosophy~ is understood here as the thought of auto-institution or autoformation, in which the alterity of teaching is either absorbed or excluded as a contingency; this ~definition~ is explained and justified in the course of the thesis. The thesis is divided into four chapters, one for each of the thinkers above. My readings show that the logic of teaching in each of the four thinkers
Brown, Saskia Natalia
Derrida, Jacques
Instituting excesses : the scene of teaching in Descartes, Freud, Hegel and Levinas. This thesis explores the place and logics of the scene of teaching in the works of four major thinkers: Descartes, Freud, Hegel and Levinas. More detailed reasons for my choice of authors, the order in which they are examined and my method of approach are given in the Introduction. The most general context of the thesis is deconstruction, specifically the texts of Jacques Derrida, which highlight the complexity of the limit - of the relations between the ~inside~ and the ~outside~ - and which therefore open onto a reorganisation of domains traditionally held apart and hierarchically structured. Specifically, the thesis sets out to explore the scene of teaching ~in~ the works of these thinkers, and argues that the scene of teaching can be coherently placed neither within, nor as an empirical outside of the domain of philosophy. ~Philosophy~ is understood here as the thought of auto-institution or autoformation, in which the alterity of teaching is either absorbed or excluded as a contingency; this ~definition~ is explained and justified in the course of the thesis. The thesis is divided into four chapters, one for each of the thinkers above. My readings show that the logic of teaching in each of the four thinkers
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