scholarly journals “I’m a Pacifist”: Peace in the Thought of Emmanuel Levinas

Religions ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Sean Lawrence
Keyword(s):  
Student Performance ◽  
Emmanuel Levinas ◽  
Ernst Cassirer ◽  
Ethical Philosophy ◽  
Face To Face ◽  
The Face ◽  
Political Structures

This paper develops and examines the idea and importance of peace in the ethical philosophy of Emmanuel Levinas, starting from an anecdote regarding his parody of Ernst Cassirer during a student performance in Davos. It examines Levinas’s stated views on peace from across his career, arguing Levinas should be viewed as a pacifist, albeit a highly original one, who shows that political structures are characterized by violence but reveal their origins in the radical peace of the face-to-face encounter.

Emmanuel Lévinas (1906–1995)

2018 ◽  
Author(s):  
Noah Aaron Rosenblum
Keyword(s):  
Emmanuel Levinas ◽  
Edmund Husserl ◽  
Prisoner Of War ◽  
French Army ◽  
Ethical Philosophy ◽  
Cultural Worldview ◽  
Face To Face ◽  
The Face ◽  
The Subject ◽  
Ontological Analysis

Emmanuel Lévinas was a French philosopher of Jewish–Lithuanian origins who drew strongly on German phenomenology in his investigations of intentionality, subjectivity, and ethics. An officer in the French army, he spent much of WWII a prisoner of war. His wife and daughter survived the war in hiding; the Nazis killed most of his family remaining in Lithuania. In the 1930s, Lévinas translated Edmund Husserl and helped introduce phenomenology into France. He is most recognized for his ethical philosophy, simultaneously an extension and critique of his teacher Martin Heidegger’s ontological analysis. Lévinas argued that the infinity of the "transcendent other" is exemplified by the face-to-face encounter: the "mundane" meaning of our historical, cultural worldview "is disturbed and jostled by another presence." This other shatters the Cartesian finitude of the self, disclosing the priority of ethics over ontology and epistemology (a priority that is Nietzsche’s contribution to existentialism more broadly). Responsibility to the other founds the subject, rather than vice-versa. Via extensive Talmudic study, he came to believe that Judaism offered a privileged access to this secular truth. His two major works are Totality and Infinity: An Essay in Exteriority (1961) and Otherwise than Being, or Beyond Essence (1974).

Levinas in therapy

2018 ◽  
Vol 28 (3) ◽  
pp. 279-297
Author(s):  
Bob Plant
Keyword(s):  
Emmanuel Levinas ◽  
The Other ◽  
Potential Significance ◽  
Therapeutic Practice ◽  
Face To Face ◽  
Critical Questions ◽  
Conceptual Apparatus ◽  
The Face ◽  
Short Explanation ◽  
The Way

Emmanuel Levinas’ semi-phenomenological analyses of the “face-to-face” encounter with “the other” are frequently alluded to in the therapeutic literature. Indeed, for some therapists, Levinas provides the conceptual apparatus to reconfigure traditional therapeutic practice. While acknowledging the importance of his work, in this article I raise critical questions about the way Levinas’ ideas are often used by psychotherapists. The discussion is divided into five sections: First, I provide a short explanation of the motivations for writing this paper. Second, I offer an overview of some prominent themes therapists typically draw from Levinas’ writings. Next, I present my own reconstruction of the face-to-face encounter. Then, drawing on the previous reconstruction, I outline the main questions Levinas-inspired therapists need to address. Finally, I reconsider the potential significance of Levinas’ work for therapists.

scholarly journals The Other, Shame, and Politics: Levinas, Justice, and Feeling Responsible

Religions ◽  
2018 ◽  
Vol 9 (12) ◽  
pp. 381
Author(s):  
Steve Larocco
Keyword(s):  
Public Sphere ◽  
Emmanuel Levinas ◽  
The Other ◽  
The Political ◽  
Face To Face ◽  
The Public ◽  
Political Sphere ◽  
The Face ◽  
The Public Sphere ◽  
Political Realm

Adi Ophir has suggested that the political realm is an order of evils, producing and managing regular forms of suffering and violence rather than eliminating them. Thus, the political is always to some extent a corrupted order of justice. Emmanuel Levinas’ work presents in its focus on the face-to-face relationship a means of rethinking how to make the political more open to compassionate justice. Though Levinas himself doesn’t sufficiently take on this question, I argue that his work facilitates a way of thinking about commiserative shame that provides a means to connect the face-to-face to its potential effects in the political sphere. If such shame isn’t ignored or bypassed, it produces an unsettling relation to the other that in its adversity motivates a kind of responsibility and care for the other that can alter the public sphere.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 290-298
Author(s):  
Jennifer A. Stokes ◽  
Dee U. Silverthorn
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Student Perception ◽  
Just In Time ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Learning Platform ◽  
Global Pandemic ◽  
The Face ◽  
Physiology Laboratory

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

Afterword: Theatre and Speculation

2019 ◽  
pp. 250-261
Author(s):  
William N. West
Keyword(s):  
Emmanuel Levinas ◽  
Face To Face ◽  
Theatrical Performance ◽  
The World ◽  
The Face ◽  
To Come ◽  
Dark Glass

The face-to-face encounter is a figure for direct, immediate contact between two entities. It has a long history, from Paul’s assertion that what he sees now in a glass darkly he will some day meet face to face to Emmanuel Levinas’ attempt to refound philosophy as based on its confrontation with another. But in seeking to determine the conditions under which the face to face could take place—absolute transparency to the absolutely other—its writers have risked stripping it of the contingencies and particularities that actually mark face-to-face encounters in the world. They have accidentally rendered it as theory and as theophany. Theatrical performance shows another view of the face to face, restoring to it the confusions and quirks of the world, embracing the dark glass of Paul’s wordly speculation rather than the promise of a more perfect vision always still to come. By executing the clarities that are hoped for in the face-to-face encounter, theater shows its shortcomings and discovers in them unhoped for points of contact.

From 'face-to-face' to 'side-by-side': The abject neighbour in European cinema

2020 ◽  
Vol 18 (1) ◽  
pp. 53-67
Author(s):  
Seung-hoon Jeong
Keyword(s):  
Western Europe ◽  
The Other ◽  
Relationship With God ◽  
Global System ◽  
Ethical Philosophy ◽  
Face To Face ◽  
European Cinema ◽  
The Social ◽  
The Face ◽  
Global Regime

Abstract The Dardenne brothers' The Promise (1996) and Fatih Akin's The Edge of Heaven (2007) depict non-western migrants in western Europe as the social 'abject' in the background of multicultural conflicts between global (Christian) Europe and its (Islamic) periphery. Also, both share a motif based on the Abraham‐Isaac story. Abraham's sacrifice of Isaac epitomizes one's singular relationship with God beyond community (Kierkegaard, Marion, Derrida), but the Abraham figures in the films give themselves to the abject Isaac figures through self-abjection. This becoming-abject as an existential gift breaks the father‐son identity in the global regime, forming solidarity among the abject as strangers. Such an abject is, I claim, a 'faceless' third. For Levinas, the 'face of the other' leads one to divine infinity beyond totality, but this self-other unit is destabilized with the other's place taken (repeatedly) by the faceless third. Neither friend nor enemy, this new other should be called 'neighbour' in the context of ethical philosophy. The sovereign-subject-abject hierarchy is dismantled into the equality of the neighbours who share abjectness beyond cultural mediation or identity and walk side by side rather than face to face. I reframe Levinansian infinity in this network of neighbouring on the edge of the global system.

RoboDoc: Semiotic resources for achieving face-to-screenface formation with a telepresence robot

Semiotica ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Brian L. Due
Keyword(s):  
Empirical Studies ◽  
Video Data ◽  
Doctor Who ◽  
Ethical Philosophy ◽  
Face To Face ◽  
Telepresence Robot ◽  
The Face ◽  
Residential Rehabilitation ◽  
Participation Frameworks

AbstractFace-to-face interaction is a primordial site for human activity and intersubjectivity. Empirical studies have shown how people reflexively exhibit a face orientation and work to establish a formation in which everyone is facing each other in local participation frameworks. The Face has also been described by, e.g., Levinas as the basis for a first ethical philosophy. Humans have established these Face-formations when interacting since time immemorial, but what happens when one of the participants is present through a telepresence robot? Based on ethnomethodology, Peircean/Goodwinian semiotics, multimodal conversation analysis and video data from a Danish residential rehabilitation center, the article shows the ways in which participants manage to interactively, cooperatively, and moment by moment achieve an F-formation in situ. The article contributes a detailed analysis and discussion of the kind of participant a telepresence robot is, in and through situated interactions: I propose that we term this participant the RoboDoc, given that it is an assemblage of a doctor who controls a robot. By focusing on the affordances of mobility, the article contributes to a renewed understanding of the importance and relevance of establishing Face-orientations in an increasingly technofied telepresence world.

scholarly journals Using Lecture Capture to Improve Online and In-Class Student Performance in Principles of Economics

2017 ◽  
Vol 5 (6) ◽  
pp. 205-2013
Author(s):  
Sue K Stockly ◽  
David Hemley
Keyword(s):  
Student Performance ◽  
Personal Characteristics ◽  
Course Delivery ◽  
Lecture Capture ◽  
Face To Face ◽  
Course Grades ◽  
Regional University ◽  
The Face ◽  
Capture Method ◽  
Economics Courses

The primary purpose of deploying a lecture capture method of course delivery is to enhance student performance in online classes. In this study, recordings of classroom lectures are available to students in online sections of the course, as well as those taking the class in face-to-face class sections. We examine the effects of viewing these recorded lectures on student performance in principles of economics courses (macro and micro) over the course of five years. The setting is a small regional university that serves an extensive rural area. The dataset consists of close to 700 students, 55% of which enrolled in online course sections. Course grades, as the dependent variable, are regressed on measures of personal characteristics and academic maturity, as well as use of the recorded lectures. Results indicate that online students who watch the recorded lectures earn course grades that are significantly higher than counterparts who do not. There is also evidence that students in the face-to-face course sections also benefit significantly from watching recorded lectures.

scholarly journals Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

e-mentor ◽  
2020 ◽  
Vol 86 (4) ◽  
pp. 62-71
Author(s):  
Dorina Tila ◽  
Keyword(s):  
Student Performance ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Courses ◽  
Face To Face ◽  
Student Academic Performance ◽  
The Face ◽  
Blended Online Learning ◽  
Data Informed

This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.

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