ADVANCING BEYOND SOCRATES? On Education, Inspiration and Inwardness in Kierkegaard and Levinas

ADVANCING BEYOND SOCRATES? On Education, Inspiration and Inwardness in Kierkegaard and Levinas 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 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Philosophia Reformata Brill

ADVANCING BEYOND SOCRATES? On Education, Inspiration and Inwardness in Kierkegaard and Levinas

Philosophia Reformata, Volume 78 (1): 64 – Nov 27, 2013

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Publisher
Brill
Copyright
© Copyright 2013 by Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0031-8035
eISSN
2352-8230
DOI
10.1163/22116117-90000539
Publisher site
See Article on Publisher Site

Abstract

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

Journal

Philosophia ReformataBrill

Published: Nov 27, 2013

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