Jacques Derrida's Theory and Practice of Philosophy, Education and the University

本研究试图在解构主义风格的基础上，通过以下研究活动来阐明雅克·德里达作品中的哲学、教育和大学问题。1)我们从信仰和地方问题的角度来分析德里达关于大学的文章。这种方法使我们可以把德里达对柏拉图在《蒂迈奥》中所提出的“地方”概念的分析看作是他自己对教育场所的思考。2)我们在一些国际会议（法国、韩国、美国和阿根廷）上以德里达的教育哲学为基础进行了演讲，并与不同国家的研究人员讨论了当今哲学、教育和大学的实际问题。这些活动使我们能够更深入地思考效率与卓越的逻辑，人文学科的可能性，以及在当前全球背景下学术研究与评估系统之间的关系，在这种背景下，行政管理的逻辑倾向于规范大学作为“研究与教育的结合”的现代理念。3)我们制作了一部关于国际哲学学院的纪录片《哲学的权利》（The Right to Philosophy），该学院是雅克·德里达和弗朗索瓦·沙特莱等人于1983年在巴黎创立的。这部电影已经在美国、法国和日本的许多地方（在20多所大学）放映。每次观看后的圆桌讨论有助于深化关于解构主义和教育之间关系的辩论。在这个全球资本主义时代，我们与不同的小组成员讨论了如何最好地想象和实践一个人文学科的研究和教育机构。

This research sought to elucidate the questions of philosophy, education and the university in the work of Jacques Derrida on the basis of his style of deconstruction through the following research activities. 1) We analyzed Derrida's essays on the university from the perspective of the questions of faith and place. This approach allowed us to read Derrida's analysis of Plato's conception of "chora" (place) in Timaeus as his own thinking on the place for education. 2) We made presentations based on Derrida's philosophy of education at a number of international conferences (France, South Korea, the U.S.A. and Argentina) and discussed actual present-day problems of philosophy, education and the university with researchers in different countries. These activities allowed us to more deeply consider the logic of efficiency and excellence, the possibilities of the Humanities, and the relationships between academic research and evaluation systems in the present global context in which a logic of administrative management tends to regulate the modern idea of the university as "the union between research and education." 3) We produced a documentary film, "The Right to Philosophy," on the International College of Philosophy, founded by, among others, Jacques Derrida and Francois Chatelet in 1983 in Paris. This film has been shown at numerous locations in the U.S.A., France and Japan (at more than 20 universities). Round table discussions following each viewing served to deepen the debate on the relationship between deconstruction and education. We considered with various panelists how best to imagine and put into practice a research and educational institution for the Humanities in this epoch of global capitalism.