State University of New York Press strana 4 z 4

One (Un)Like the Other responds to the question, "What are the conditions of possibility that make genuine knowledge of other persons?and, therefore, love?possible?" By providing an original interpretive framework for exploring ethics in relation to empathy and transcendence from multiple perspectives in continental philosophy, empathy is described as a trace of what remains essentially and irreducibly "other" in every act of givenness. The use of the phenomenological method places "Einfühlung theory" in its rich historical context, beginning with Husserl and the early phenomenologists and extending to contemporary issues that explore "otherness" in light of consciousness, gender, embodiment, community, intentionality, emotions, intersubjectivity, values, language, and apophatic discourse. The implications of recasting "empathy" in an interpretive and dialogical model of reciprocity envision new paradigms of understanding ethics as an infinite playing field. No longer subservient to metaphysics and ontology, empathy is described as an act of infinite concern, a "hermeneutics of suspicion" that transcends epistemological theory and ethical command. Drawing on Husserl, Scheler, Stein, Heidegger, Levinas, Derrida, and others, this study presents an examination and expansion of empathy as an encounter with otherness in its most radical and transcendent forms.

Reading Martin Heidegger''s five conversational texts together for the first time, Heidegger''s Conversations elaborates not only what Heidegger thought but how he did so by attending to the philosophical possibilities of the genre of these under-studied texts written between 1944 and 1954. Though he wrote little on the topic of teaching and learning explicitly, Katherine Davies shows Heidegger performed an implicit poetic pedagogy in his conversations that remains to be recognized. Heidegger launched an experimental attempt to enact a learning of non-representational, non-metaphysical thinking by cultivating a distinctly collaborative sensitivity to the call of the poetic. Davies illustrates how each conversation emphasizes a particular pedagogical element?non-oppositionality, making mistakes, thinking in community, poetic interpretation, and the dangers of such pedagogy?which together constitute the developmental arc of these texts. Whether Heidegger is revising or reinforcing his own earlier pedagogical practices, Davies argues that attending to the dramatic staging of the conversations offers a distinct vantage point from which to contend with Heidegger''s philosophy and politics in the post-war period.

Examines how Leo Strauss sought to recover the question of "nature," which he saw as inseparable from genuine philosophy since its inception in ancient Greece.Among the political philosophers of the twentieth century, Leo Strauss is usually singled out for his attempt to revitalize the ancient approach to counter the relativism of both historicism and positivism. It is less commonly underscored, however, that the cornerstone of this attempt is the recovery of the question of "nature," which he regarded as inseparable from genuine philosophy since its inception in ancient Greece. Leo Strauss and the Recovery of "Natural Philosophizing" addresses such a theme, focusing on the theoretical presuppositions that Strauss found at the basis of the acquired inability to raise the question of nature. Prominent among these is the encounter between philosophy and revelation, which, due to their conceptual incompatibility, leads to a condition Strauss metaphorically described as a "second, ''unnatural'' cave" characterized by insurmountable "prejudices" rather than "appearance and opinion." These, however, are the starting point of genuine philosophy in the Platonic "first, ''natural'' cave," which has to be regained, by way of historical deconstruction of the presuppositions of the second cave, if the "natural philosophizing" embodied by Socratic dialectics is to be reactivated.