Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory

By Peter Pericles Trifonas | Go to book overview
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seignant]-feign to suppose or to make believe that my body is in no way responsible: it would exist, would be there only to represent, signify, teach, deliver the signs of at least two other bodies. Which….


Notes

JD identifies the notes included in the original French text.

1.
“What American English calls 'the faculty, ' those who teach, is in French le corps enseignant, the teaching corps (just as we say 'the diplomatic corps') or teaching body.” J. Derrida, “The Principle of Reason: The University in the Eyes of Its Pupils, Diacritics, 1983, 3-20, 5.
2.
Published for the first time in Politiques de la philosophie. Other texts by Châtelet, Foucault, Lyotard, and Serres gathered by D. Grisoni, Paris: Grasset, 1976. Reprinted in Du droit à la philosophie. Paris: Éditions Galilée, 1990, 111-153.
3.
On connotations of the word “reason, especially in the context of the university and education, see “The Principle of Reason: The University in the Eyes of its Pupils, Diacritics, Fall 1983, 3-20, especially pages 6-8, and the following quote from Leibniz: “There are two first principles in all reasoning, the principle of non-contradiction, of course…and the principle of rendering reason” (7).
4.
GREPH: This acronym stands for “Groupe de recherches sur l'enseignement philosophique” (also referred to as “Groupe de recherche [singular in Bennington's English version] sur l'enseignement philosophique” in Geoffrey Bennington and Jacques Derrida, Jacques Derrida, Chicago: University of Chicago Press, 1993, 333). Translated as “Research Group on Philosophical Education” (for example, Thomas Pepper, in Yale French Studies 77, 1990, 40) or as “Research Group on the Teaching of Philosophy” (for example, Peggy Kamuf, in Points…, ed. Elizabeth Weber, Stanford, CA: Stanford University Press, 1995, 88, 462, 465, for example). In 1974, Derrida drafted the Avant-projet for the foundation of the Groupe de recherches sur l'en-seignement philosophique. He describes it in “The Almost Nothing of the Unpresentable, tr. Peggy Kamuf, in Points… , pp. 78-88. Derrida declares: “GREPH brings together teachers, high school and university students who, precisely, want to analyze and change the educational system, and in particular the philosophical institution, first of all through the extension of the teaching of philosophy to all grades where the other so-called basic disciplines are taught” (88).
5.
Although the word indifférent has been translated by “insignificant” in other texts, I chose to keep the English term “indifferent” in order to underscore the theme of neutrality developed in this context. See for example, in “Languages and Institutions of Philosophy, a series of four lectures delivered in English as part of the Fifth International Summer Institute for Semiotic and Structural Studies (May 31-June 25, 1984), held at Victoria College, University of Toronto; published in English in “Recherches Sémiotiques Semiotic Inquiry” RSSI 4(2): 91-154 (92); in French in Du droit à la philosophie. Paris: Éditions Galilée, 1990, 281-394 (284).

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