TY - JOUR
AU - van Riessen, Renée D. N.
AB -  Philosophia Reformata 78 (2013) 64­81 On Education, Inspiration and Inwardness in Kierkegaard and Levinas * In the history of philosophy, from Plato to Hegel, the identification of knowledge and recollection has always been very influential. The present article demonstrates how Kierkegaard, reacting to this idea of identification, develops a different epistemology. As a result, recollection and eternity make room for a focus on the human relation to temporality and finiteness. This new, Christian, thinking about time is the underlying motive of the comparison which Kierkegaard (in Philosophical Fragments and Concluding Unscientific Postscript) makes between the teaching mission of Socrates and Christ's teaching. Considering a number of parallels between the Christian thinker Kierkegaard and the Jewish philosopher Levinas, the author further explores the implications of their thought on education and inwardness. Generally speaking, there is agreement about the idea that education should lead to the cultivation of humanity. Kierkegaard's as well as Levinas' thought demonstrate that a philosophical articulation of the dimension of inwardness cannot be neglected in this context. In addition to this, the question must be raised how inwardness relates to exteriority and eternity. 1. Introduction Kierkegaard was right: the ultimate choice is the one between the 
TI - ADVANCING BEYOND SOCRATES? On Education, Inspiration and Inwardness in Kierkegaard and Levinas
JF - Philosophia Reformata
DO - 10.1163/22116117-90000539
DA - 2013-11-27
UR - https://www.deepdyve.com/lp/brill/advancing-beyond-socrates-on-education-inspiration-and-inwardness-in-pSAUt47Th0
SP - 64
EP - 81
VL - 78
IS - 1
DP - DeepDyve
ER -