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" Instituting excesses : "
Brown, Saskia Natalia.
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Latin Dissertation
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| Record Number
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1095192
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| Doc. No
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TLets386004
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| Main Entry
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Brown, Saskia Natalia.
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| Title & Author
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Instituting excesses :\ Brown, Saskia Natalia.
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| College
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University of Sussex
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| Date
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1993
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| student score
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1993
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| Degree
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Ph.D.
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| Abstract
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This thesis explores the place and logics of the scene of teaching in the works of fourmajor thinkers: Descartes, Freud, Hegel and Levinas. More detailed reasons for my choice ofauthors, the order in which they are examined and my method of approach are given in theIntroduction. The most general context of the thesis is deconstruction, specifically the textsof Jacques Derrida, which highlight the complexity of the limit - of the relations between the"inside" and the "outside" - and which therefore open onto a reorganisation of domainstraditionally held apart and hierarchically structured. Specifically, the thesis sets out toexplore the scene of teaching "in" the works of these thinkers, and argues that the scene ofteaching can be coherently placed neither within, nor as an empirical outside of the domain ofphilosophy. "Philosophy" is understood here as the thought of auto-institution or autoformation,in which the alterity of teaching is either absorbed or excluded as a contingency;this "definition" is explained and justified in the course of the thesis.The thesis is divided into four chapters, one for each of the thinkers above. My readingsshow that the logic of teaching in each of the four thinkers is aporetic, and the thesisdemonstrates that these aporias settle into a coherent schema.The thesis argues that the systematic emergence of these aporias across this range oftexts signals an excess of the scene of teaching, as instituting scene, over the logic ofinstitution or foundation provided by the texts studied. This excess takes on specific forms ineach of the thinkers researched, but I demonstrate that in each case it is a question of anoriginary involvement of ethico-political stakes in the domain of philosophy, an involvementwhich cannot be situated as derived or contingent.The thesis does not examine theories or philosophies of teaching; nor does it focus on ordevelop a particular theory or practice of teaching. It is concerned, rather, to address thescene of teaching "in" the texts of these thinkers, without presupposing its proper site, northe scope of its "illogical" effects.
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| Subject
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Derrida, Jacques
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| Added Entry
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University of Sussex
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