Jacques Derrida was a French philosopher born in 1930 in Algeria. He is known for developing the concept of deconstruction, which critiques philosophical assumptions about language, meaning, and experience. Some key points about Derrida's life and works include that he was influenced by philosophers like Nietzsche, Wittgenstein, and Husserl. He taught at the University of Paris and co-founded the Collège International de Philosophie. His influential works published in the 1960s helped establish post-structuralism and deconstruction. Derrida argued that meaning is dependent on context and language cannot achieve absolute truth or escape its own limits.
Structuralism is not only the study of the structure of language. Sometimes it has been regarded as , Romantic, Neo-Positivist, a Sinister Euphemism for political device. It is the extension of new criticism. It helps us to understand how language produces reality not reflects reality. It broke down the traditional concept of language. Saussure was the key figure of this movement.
Structuralism is not only the study of the structure of language. Sometimes it has been regarded as , Romantic, Neo-Positivist, a Sinister Euphemism for political device. It is the extension of new criticism. It helps us to understand how language produces reality not reflects reality. It broke down the traditional concept of language. Saussure was the key figure of this movement.
Post structuralism and Death of the AuthorRohitVyas25
In this presentation, a critical theory of post structuralism is shown with the critical essay "Death of the Author" written by a French critic Roland Barthes.
Post structuralism and Death of the AuthorRohitVyas25
In this presentation, a critical theory of post structuralism is shown with the critical essay "Death of the Author" written by a French critic Roland Barthes.
Deconstruction - A Literary Theory by Jacques Derrida.pdfZia ullah
OUTLINE:
• Jacques #Derrida – A Brief Introduction
• Deconstruction – Simple Definition
• The Evolution of Deconstruction
• Literary Theory – Brief Explanation of Main Hypotheses
• Elements/Components of Deconstruction
• Examples
• Methodology
• Conclusion
A study into selected personalities from arts and sciences nearly past or contemporary , examining the influence these people wielded as to setting positive trends and looking into how they changed our lives for the better .
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
4. •During his adolescent period, he read works
by Rousseau, Nietzsche, and André Paul
Guillaume Gide (1869—1951, French author), which
was instrumental in his revolt against the
family and society.
•He also read Camus and Sartre.
5. In an interview with Derrida by Derek
Attridge in 1992, Derrida elaborated: “…it is
true that my interest in literature, diaries,
journals in general, also signified a typical,
stereotypical revolt against the family. My
passion for Nietzche, Rousseau, and also
Gide, whom I read a lot at that time, meant
among other things: ‘Families, I hate you.’ I
thought of literature as the end of the family,
and of the society it represented.”
7. •After Derrida visited the Husserl archives
in Leuven Belgium, he completed the civil
service examinations (the philosophy aggregation on
Edmund Husserl) for particular positions in the
public education system.
8. •In 1957, Derrida married the psychoanalyst
Marguerite Aucounturier. Rather than
participate in the military activity of Algerian
War of Independence, he received permission
to teach soldiers’ children from 1957 to 1959,
teaching them French and English.
10. •After the war ended, Derrida taught
philosophy from 1960 to 1964 at the
University of Paris where he was the assistant
of Suzanne Bachelard, Georges Canguilhem,
Paul Ricoeur, and Jean Andre Wahl.
11. Suzanne Bachelard
(October 18, 1919, Voigny – November 3, 2007, Paris)
She taught at Sorbonne, where she also
had Jacques Derrida as her assistant. She
was the first translator to French of the
Husserl's book, Formal and Transcendental
Logic.
12. Georges Canguilhem
(4 June 1904 – 11 September 1995)
a French philosopher and physician
who specialized in epistemology and
the philosophy of science (in
particular, biology).
13. Jean Paul Gustave
Ricœur
(27 February 1913 – 20 May 2005)
a French philosopher best known for
combining phenomenological
description with hermeneutics.
14. Jean André Wahl
(25 May 1888 – 19 June 1974)
He began his career as a follower
of Henri Bergson and the American
pluralist philosophers William
James and George Santayana.
15. •He was also associated with a group
called the Tel Quel, an innovative
magazine comprised of a group of
literary and philosophical theorists.
16. Tel Quel (translated into English as,
variously: "as is," "as such," or
"unchanged") was a French avant-
garde literary magazine published
between 1960 and 1982.
Tel Quel was founded in 1960 in Paris
by Philippe Sollers and Jean-Edern Hallier and
published by Éditions du Seuil.
Important essays working towards post-
structuralism and deconstruction appeared
here. Publication ceased in 1982, and the
journal was succeeded by L'Infini under
Sollers's continued editorship.
17. • Derrida’s work titled “Structure, Sign, and Play in the
Discourse of the Human Sciences” in a 1966 conference
at John Hopkins University began his international
prominence.
• In 1967, he published three books: Writing and
Difference, Speech and Phenomena, and Of Grammatology.
18. • Later in 1980, he later wrote Thèse d'État which,
when translated to English, was titled The Time
of a Thesis: Punctuations.
• In 1983 and in a joint effort with Ken McMullen
(b. 1948, film director and artist from London) they made a
film titled “Ghost Dance.”
19. Ken McMullen
(born 31 August 1948)
McMullen's films are grounded
in philosophy,
history, psychoanalysis and literature.
20. • Derrida was also director of studies at the School
for Advanced Studies in the Social Sciences in
Paris and later in 1983 co-founded the Collège
International de Philosophie (a.k.a. the CIPH)
aimed at providing a location for philosophical
research.
21. •Jacques Derrida was diagnosed with
cancer in 2003 and subsequently died the
following year.
23. Post-Structuralism
Post-structuralism – which appeared in the
1970s – is both an expansion on and
refutation of structuralism.
Like structuralism, post-structuralism has
branched out into several disciplines,
perhaps most notably in the field of literary
criticism.
25. Post-Structuralism
The structures in the book involved paired
opposites of war/peace, wealth/poverty,
and love/strife.
Post structuralism pushes the matter
further.
26. Post-Structuralism
First,
If a book is truly a closed system, then I
must exclude any fact or consideration
outside of that book.
I must even set aside the author’s
intentions.
29. Post-Structuralism
Second,
For example, although the book does
contain elements of love and strife, we also
see indifference.
We don’t see only wealth and poverty, but
middle-level income as well.
33. Jacques Derrida & Deconstructionism
Geisler, N. L. (2012). A History of Western Philosophy: Modern and
Postmodern: From Descartes to Derrida (Vol. II). USA: Bastion
Books
34. • He is atheistic regarding the existence of
God and agnostic concerning the possibility
of knowing absolute truth.
• He is anti-metaphysical.
35. • Humans are locked-up in their own
linguistic bubble.
• Has been given the label Father of
Deconstructionism
(a.k.a. Postmodernism).
36. Aspects of his thinking were drawn from the
following predecessors:
Immanuel Kant Metaphysics
Friedrich
Nietzsche
Atheism
37. Aspects of his thinking were drawn from the
following predecessors:
Ludwig
Wittgenstein
Language
Friedrich Frege Conventionalism
38. Aspects of his thinking were drawn from the
following predecessors:
Edmund Husserl
Phenomenological
Method
Martin Heidegger Existentialism
William James
Pragmatism &
Will to Believe
39. • His views are difficult to understand because
either inadequate translations or the
nature of his positions.
41. Deconstructionism
• It is a form of
hermeneutics – the
interpretation of text.
• He is not out to destroy meaning
but only to reconstruct it through
abandoning the established rules
of textual analysis.
43. Deconstructionism
• Deconstruction is not a negation
from dismantling the text but rather
it is a critique that remodels the
text, rather than a grammatical-
literal-historical foundation
associated with the text under
consideration.
45. Meaning is relative to a
culture and situation.
There is no
meaning prior to
language.
46. No perfect reference or one-to-
one correspondence between words
and the meanings they confer.
Meaning is
between the writer and
reader.
47. Rational structures leave something
out where the reader approaches the
text with suspicion looking for
some “differences” and in search
for “something” that
is “not there.”
48. Inability to escape the limits of
language.
Linguistic concepts can be broaden
but limits of it keep the reader
corralled.
49. All possible meanings are never
exhausted.
A text can always be further
deconstructed.
62. The operational definitions in
science and the recursive
definitions in mathematics provide
meaning or sense but rather only
effective criteria for use in
expression.
64. John Austin’s view of speech acts
that are a rhetorical basis for
meaning.
65. Wittgenstein’s language based in
“forms of life” involved a turn
from making demands to making
observations which resulted in
redirection away from logic-base
to use-based meaning.
66. It follows that experience ends up
being the basis of meaning –
“only in the stream of life does an
expression have meaning.”
67. Rhetoric and the actual context of
life is an essential feature of all
linguistic meaning.
68. Language is not based on logic but
is rather logic is based on rhetoric.
69. One must “deconstruct” language
based in logic in order to learn
how linguistic expressions are
used in human activity.
70. Language based on logic entails a
mistaken belief that there are
“private languages” with “inner
speech” and “private mental life.”
71. If logic is sovereign, then a private
language is possible. If logic is
formal, then ideas would not vary
with circumstances.
73. In order to understand what a text
means, one must first full
understand its actual life context.
74. - no pure and simple meanings
stand behind the signs (words) of
language. If all language is
complex, then no essential
meaning transcends time and
place.
75. - every object of language and
meaning is contingent upon
changing life reality. There is no
objective meaning.
76. - no pure experiences exist
without reference to transient
experience.
78. - all written language is dependent
on spoken language. It is dependent
on the pattern of vocalization
(phonemics).
79. - Phonemes are parts of sound that
can be represented by a letter.
“Difference” is the key to meaning,
since all sounds must be
differentiated to be distinct and form
meaningful sounds.
81. 1. A radical disjunction results
between sign and what is
signified;
2. A residual Platonism occurs
that explains actual in terms of the
ideal;
82. 3. A radical distinction between
sense and reference is created; and
4. A resolution of basic issues
ends up depending upon one’s
own concept of time and eternity.
83. ““It remains, then, for us to speak, to
make our voices resonate
throughout the corridors in order to
make up for the breakup of
presence.”
- Jacques Derrida
84. the end of Western philosophy
and the closure of metaphysics!
86. Ω Derrida deconstructionism
illustrates how the linguistic
tradition leads to agnosticism.
Ω Unless one’s philosophy begins
in reality, it can never logically
end in reality.
87. Ω His critique that “private
language” and esoteric
thought cut off from reality.
Ω Derrida’s position is laced with
obscurity and ambiguity,
making it difficult to
understand and evaluate.
88. Ω His view contains many apparently
contradictory claims:
“The history of philosophy
is closed”
“Metaphysics has come to
an end.”
or
89. Ω For in order for such claims against
philosophy and metaphysics to be
made, one cannot avoid using
philosophy and metaphysics.
90. Ω His claim that we
cannot know
anything about
reality is
self-defeating.
91. Ω How does he know this unless he
knows something about reality?
92. Ω What sort of epistemological
status should be given to his
statements? If they were true,
they would be false.
93. Ω Even considering his rejection
of (or protest against)
metaphysics, Derrida uses
metaphysical
presuppositions. The very fact
that he inquires about the “the
real” indicates an underlying
of metaphysics.
94. Ω Derrida denial of logic is highly
problematic, if not self-
defeating. The very language that
denies logic is based in logic;
otherwise it would be
meaningless.
Ω His view is a form of nominalism
and radical empiricism.
95. Ω Deconstruction reduces to a
type of empirical solipsism
and is subject to the same
criticism of
these views.
96. Ω The primacy difference over
identity departs from common
sense and makes all real
communication impossible.
Indeed, Derrida could not even
communicate his own position
to anyone if his view was right.
97. Ω Finally, Derrida’s “speech” is no
better than Kant’s unknowable
“noumena,” Wittgenstein’s
“silence,” or Hume’s “flames.”
For none of them tell us
anything about reality.