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Philosophy Beside Itself was first published in 1986. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

The writings of French philosopher Jacques Derrida have been the single most powerful influence on critical theory and practice in the United States over the past decade. But with few exceptions American philosophers have taken little or no interest in Derrida's work, and the task of reception, translation, and commentary has been left to literary critics. As a result, Derrida has appeared as a figure already defined by essentially literary critical activities and interests.

Stephen Melville's aim in Philosophy Beside Itself is to insist upon and clarify the distinctions between philosophy and criticism. He argues that until we grasp Derrida's philosophical project as such, we remain fundamentally unable to see his significance for criticism. In terms derived from Stanley Cavell's writings on modernism, Melville develops a case for Derrida as a modernist philosopher, working at once within and against that tradition and discipline.

Melville first places Derrida in a Hegelian context, the structure of which he explores by examining the work of Heidegger, Lacan, and Bataille. With this foundation, he is able to reappraise the project of deconstructive criticism as developed in Paul de Man's Blindness and Insight and further articulated by other Yale critics. Central to this critique is the ambivalent relationship between deconstructive criticism and Lacanian psychoanalysis. Criticism—radical self-criticism—is a central means through which the difficult facts of human community come to recognition, and Melville argues for criticism as an activity intimately bound to the ways in which we do and do not belong in time and in community. Derrida's achievement has been to find a new and necessary way to assert that the task of philosophy is criticism; the task of literary criticism is to assume the burden of that achievement.

Stephen Melville is an assistant professor of English at Syracuse University, and Donald Marshall is a professor of English at the University of Iowa.

Ten years ago Philosophy in the Classroom, by Lipman, Sharp, and Oscanyan, hailed the emergence of philosophy as a novel, although in some ways highly traditional, elementary school discipline. In this sequel, Matthew Lipman examines the impact that elementary school philosophy has had, and may yet have, upon the process of education. Going beyond his earlier work to describe the contribution that training in philosophy can make in the teaching of values, he shows the applications of ethics in civics education and the ways in which aesthetics can be incorporated into areas of the curriculum related to the development of creativity.

Making reference to the contemporary educational scene, Lipman compares the K-12 Philosophy for Children curriculum to the many unsatisfactory solutions being offered in our current drive for educational excellence. He addresses the relationship of elementary school philosophy to educational reform in the areas of science, language, social studies, and writing. And he shows how philosophy can be instrumental in the difficult task of teaching values to children while avoiding both ideological indoctrination and mindless relativism.

Each generation invents new practices and new writings of philosophy. Ours should have been able to introduce certain mutations that would at least be equivalent with those of cubism, abstract art, and twelve-tone serialism: it has only partially done so. But after all the deconstructions, after Wittgenstein, Heidegger, and Derrida, this demand takes on a different dimension: What do we do with philosophy itself? How do we globally change our relation to this thought, which keeps indicating that it is increasingly conservative and repetitive? These two questions together have prompted what we call “non-philosophy.”

Non-philosophy is not the negation of philosophy. It is the suspension of philosophy’s claim to think the real (Principle of Sufficient Philosophy), and it is the invention of new usages of thought and language that disrupt the rational narrative of the real, which is precisely what every philosophy is. Non-philosophy should rather be understood à la the “non-Euclidean,” namely, as a generalization of the philosophical beyond its traditional limitation by the unitary or “Heraclitean” postulate. From then on, an infinite number of philosophical decisions that are no longer mutually exclusive will correspond with any real phenomenon.

Philosophy and Non-Philosophy is widely considered the first fully explicit elaboration of non-philosophy and one of its most important introductory texts.

This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children. It begins with the assumption that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. The main point is that the classroom should be converted into a community of inquiry, and that one can begin doing that with children. Based on the curriculum that Matt Lipman has developed at the Institute for the Advancement of Philosophy for Children, which he heads, this book describes the curriculum and explains its use. The text is self-contained, however.

This revision is thorough-going and incorporates new chapters, as well as new material in old chapters. Part One focuses on the need of educational change and the importance of philosophical inquiry in developing new approaches. Part Two discusses curriculum and teaching methodology, including teacher behavior conducive to helping children. Part Three deals with developing logic skills and moral judgment. It concludes with a chapter on the sorts of philosophical themes pertinent to ethical inquiry for children: the right and the fair, perfect and right, free will and determinism, change and growth, truth, caring, standards and rules, thinking and thinking for oneself. Education, in this sense, is not a matter of dispensing information; it is the process of assisting in the growth of the whole individual.

In 1963 Vilém Flusser presented a series of lectures at the Brazilian Institute of Philosophy (IBF) in São Paulo concerning the philosophy of language. The resulting ten essays would eventually be published in 1965 in the annual magazine of the Brazilian Institute of Technology and Aeronautics (ITA), and published here for the first time in book form. 

Flusser prepared each lecture as a response to the dialogs that followed the preceding lecture, thereby expanding and explicating his philosophy of language in an intense dialogical process. Despite the fact that the other side of the dialogue was not recorded, it becomes clear to the reader that the resulting discussions and polemics generated by the lectures progressively and profoundly changed Flusser’s intended trajectory for the course. This kind of philosophy in fieri was in part the result of a group effort between all of those present, and subsequently synthesized by Flusser in every essay. As a result of this experience, Flusser adopted this dialogic method as an integral part of his future work. 

Twenty years after cultivating a new orientation for aesthetics via the concept of non-photography, François Laruelle returns, having further developed his notion of a non-standard aesthetics. Published for the first time in a bilingual edition, Photo-Fiction, a Non-Standard Aesthetics expounds on Laruelle’s current explorations into a photographic thinking as an alternative to the worn-out notions of aesthetics based on an assumed domination of philosophy over art. He proposes a new philosophical photo-fictional apparatus, or philo-fiction, that strives for a discursive mimesis of the photographic apparatus and the flash of the Real entailed in its process of image making. “A bit like if an artisan, to use a Socratic example, instead of making a camera based off of diagrams found in manuals, on the contrary had as his or her project the designing of a completely new apparatus of philo-fiction, thus capable of producing not simply photos, but photo-fictions.” One must enter into a space for seeing the vectorial and the imaginary number. Laruelle’s philo-fictions become not art installations, but “theoretical installations” calling for the consideration of the possibility of a non-standard aesthetics being of an equal or superior power to art and philosophy, an aesthetics in-the-last-instance that is itself an inventive and creative act of the most contemporary kind.

Examining select high points in the speculative tradition from Plato and Aristotle through the Middle Ages and German tradition to Dewey and Heidegger, Placing Aesthetics seeks to locate the aesthetic concern within the larger framework of each thinker’s philosophy.

In Professor Robert Wood’s study, aesthetics is not peripheral but rather central to the speculative tradition and to human existence as such. In Dewey’s terms, aesthetics is “experience in its integrity.” Its personal ground is in “the heart,” which is the dispositional ground formed by genetic, cultural , and personal historical factors by which we are spontaneously moved and, in turn, are inclined to move, both practically and theoretically, in certain directions.

Prepared for use by the student as well as the philosopher, Placing Aesthetics aims to recover the fullness of humanness within a sense of the fullness of encompassing Being. It attempts to overcome the splitting of thought, even in philosophy, into exclusive specializations and the fracturing of life itself into theoretical, practical, and emotive dimensions.

Twenty-one writers answer the call for literature that addresses who we are by understanding where we are--where, for each of them, being in some way part of academia. In personal essays, they imaginatively delineate and engage the diverse, occasionally unexpected play of place in shaping them, writers and teachers in varied environments, with unique experiences and distinctive world views, and reconfiguring for them conjunctions of identity and setting, here, there, everywhere, and in between.

Contents

I Introduction Writing Place, Jennifer Sinor

II Here
Six Kinds of Rain: Searching for a Place in the Academy, Kathleen Dean Moore and Erin E. Moore
The Work the Landscape Calls Us To, Michael Sowder
Valley Language, Diana Garcia
What I Learned from the Campus Plumber, Charles Bergman
M-I-Crooked Letter-Crooked Letter, Katherine Fischer
On Frogs, Poems, and Teaching at a Rural Community College, Sean W. Henne

III There
Levittown Breeds Anarchists Film at 11:00, Kathryn T. Flannery
Living in a Transformed Desert, Mitsuye Yamada
A More Fortunate Destiny, Jayne Brim Box
Imagined Vietnams, Charles Waugh

IV Everywhere
Teaching on Stolen Ground, Deborah A. Miranda
The Blind Teaching the Blind: The Academic as Naturalist, or Not, Robert Michael Pyle
Where Are You From? Lee Torda

V In Between
Going Away to Think, Scott Slovic
Fronteriza Consciousness: The Site and Language of the Academy and of Life, Norma Elia Cantu
Bones of Summer, Mary Clearman Blew
Singing, Speaking, and Seeing a World, Janice M. Gould
Making Places Work: Felt Sense, Identity, and Teaching, Jeffrey M. Buchanan

VI Coda
Running in Place: The Personal at Work, in Motion, on Campus, and in the Neighborhood, Rona Kaufman

Centers vegetal life as a force that disrupts the borders of race, gender, sexuality, and colonial power.

Although plants are the most abundant life form on earth, the environmental humanities have paid them scant attention until recently, even as new challenges, such as the COVID-19 pandemic, climate change, war, and the global rise of the right have piqued interest in plants as signs of life that challenge the Anthropocene and the logic of extraction. In Plants Beyond Borders, Courtney B. Ryan and Alicia Carroll have marshalled a range of innovative contributions that focus on vegetal borderlands—or spaces in which plant and human life overlap—where vegetal life exceeds and uproots human borders. Containing perspectives from English, landscape architecture, Native American studies, performing arts, and more, Plants Beyond Borders foregrounds Indigenous sovereignty and plant knowledge; explores the shared transmutability of plants and trans, queer, and pregnant bodies; and investigates phytographia, or plant writing, as plants thinking beyond borders. No matter the objective, the essays in this interdisciplinary collection center vegetal life, considering how agentic plants not only rupture myths of settler colonialism, gender, and sexuality but also inscribe themselves and us in the world.

Contributors:
Cinthya Ammerman Muñoz, Alicia Carroll, Gwendolyn Cohen, Isaac Cohen, Xinyue Fu, Patrícia de Nóbrega Gomes, Katie Hogan, Kaley Makino, Melissa Parrish, MacKenzie Patterson, Courtney B. Ryan, John Charles Ryan, Saghar Safaeyan, Jeannette Schollaert, Kathryn Van Wert, Christina Welch

Once again available in paperback, Plato is the first half of Eric Voegelin's Plato and Aristotle, the third volume of his five-volume Order and History, which has been hailed throughout the Western world as a monumental accomplishment of modern scholarship.