The aporia of collective violence
- Authors: Praeg, Leonhard
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:6196 , http://hdl.handle.net/10962/d1008560
- Description: From the theoretical perspective of René Girard, Walter Benjamin and Jacques Derrida the Rwanda genocide of 1994 may be interpreted as an instance of foundational violence. Given the constant reference in the Rwanda genocide discourse to the failed revolution of 1959, it is perhaps rather a case of deferred foundational violence. Useful as this notion of “foundational violence” may be, as theoretical category it is also hugely challenging because the implicit claim is not just historical (“states are routinely founded on violence”) but analytical (“founding moments are per definition violent”). The result is a profound tension between, on the one hand, the need to understand the event as somehow unexceptional or typical of the founding of new socio-political orders and, on the other hand, the need to judge it as exceptional, an “outrage,” a crime against humanity. This paper treats the tension between the unexceptional and exceptional as aporetic, that is, as a profound puzzle consisting of two equally valid imperatives which are nonetheless mutually exclusive. It is also an attempt to find a way beyond the impasse.
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- Date Issued: 2008
"Morality and authority in existential praxis"
- Authors: Praeg, Leonhard
- Date: 2006
- Subjects: Hooks, Bell Teacher-student relationships Education, Higher Knowledge, Sociology of Universities and colleges Educational change College teaching|xPhilosophy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1928 , http://hdl.handle.net/10962/d1007593
- Description: In this study I am concerned with understanding how the emergence of participatory or, broadly understood, existential approaches to education has shifted the nature of the student/lecturer relationship. Historically, the difference was represented through the in loco parentis trope which contains implicit understandings as to the nature of the lecturer's authority and the ethical parameters of the relationship. With the emergence of more participatory approaches this relationship and its constitutive elements have to be re-imagined. In the first chapter I place this enquiry in the contemporary context in which the very identity of the university is changing as a result of massification and the accountability regime. In the second chapter I look at bell hooks' pedagogy as an example of such a participatory approach to education at higher education institutions. I describe her practice as a deconstructive pedagogy that is as powerful as it is because of the operation of a difference constitutive of it. In the third chapter I ask whether representing this difference in terms of the pre-modern master/apprentice offers a useful response to the questions raised by an existential praxis.
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- Date Issued: 2006