Jacques Derrida and the Institution of French Philosophy by Orchard Vivienne

Author:Orchard, Vivienne
Language: eng
Format: epub
Publisher: Taylor & Francis (CAM)

Notes to Chapter 3

1. The published proceedings, États-Généraux de la philosophie, are henceforth abbreviated as EG.

2. Le Dœuff, 'The Philosopher in the Classroom', p. 5.

3. The interview was published in Digraphe in two parts: 'Entre crochets I' (1976) and 'Ja ou le faux-bond II' (1977); it is reprinted in Derrida, Points... Interviews 1974—1984, p. 13. The only previous series of interviews Derrida had given before this was Positions in 1972.

4. Derrida, Glas, pp. 184—86, 206—09.

5. Listed in the groupes de travail section of QP, as already mentioned, and also in the introduction to OC (this is reprinted in DP, from which I take the pagination).

6. 'That event which one still does not know how to name other than by its date', as Derrida comments in his thesis defence of 1980 (Derrida, 'The time of a thesis: punctuations', p. 44). Derrida explains there how he simply abandoned his thesis between 1968 and 1975 as his own philosophical trajectory changed. He was encouraged to submit it in order to be in a position to take on Ricoeur's university professorial post; he did so, but his application for this post was then refused. This formal mark of disapproval meant that Derrida never taught within the university as such. His post as maître-assistant at the ENS, a rank which forms part of the considerations of OC, was far from being underprivileged but he retained a sense of marginality from this experience (Derrida and Bennington, p. 306).

7. See the introduction to Grisoni, Politiques de la philosophie. Again, similar to Lenin's diagnosis of those who exploit the 'play' of the institution, diverging from it whilst functioning within its recesses, but who do not in fact make any difference to it. Derrida includes within this apparatus that of publishing, as a support structure to the university, and an additional field of its operations, but his own analyses focus on the institution of education.

8. Derrida, La Vérité en peinture, pp. 23—24.

9. EG, p. 14.

10. Derrida and Bennington, p. 244.

11. Culler, On Deconstruction, p. 158. This was discussed in Chapter 1 above.

12. Le Dœuff, 'The Philosopher in the Classroom', p. 5.

13- Lefranc, p. 2.

14. A. O. Rorty, 'The Ruling History of Education', p. 1.

15. The term was coined and expounded by David Cooper in a paper, 'Philosophy and its Educational Role', given to the Philosophy of Education Society of Great Britain at the Institute of Education on 19 February 1997. Philosophers of education have shown some interest in Derrida's work more recently but not in terms of the issues discussed here in relation to GREPH: see, for example, the work of Biesta and Egea-Kuehne, eds.; Peters, 'Professing with Derrida'; and Trifonas, The Ethics of Writing and 'Auditing Education'.

16. On the Platonic versus the Isocratean educational systems — 'education' in the service of nothing but the truth versus 'pedagogy' at the service of government and its power structures — see the contributions in Pedagogy and Power: Rhetorics of Classical Learning, edited by Yun Lee Too and Niall Livingstone. On the implications of the etymologies of'education', 'instruction', and their cognates, see A.

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