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

本研究试图以德里达的解构主义风格为基础，通过以下研究活动，阐释其作品中的哲学、教育和大学问题。1)从信仰和场所的角度分析了德里达的大学散文。这种方法使我们能够读懂德里达对柏拉图在《提迈厄斯》中所提出的“场所”概念的分析，作为他自己对教育场所的思考。2)我们以德里达的教育哲学为基础，在一些国际会议(法国、韩国、美国和阿根廷)上做了演讲，并与不同国家的研究人员讨论了哲学、教育和大学的实际问题。这些活动让我们能够更深入地思考效率和卓越的逻辑，人文学科的可能性，以及在当今全球背景下学术研究和评估系统之间的关系，在这种背景下，行政管理的逻辑往往会规范大学作为“研究和教育的联盟”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》，该片是由雅克·德里达和弗朗索瓦·查特莱特等人于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点上映(在20多所大学)。每次观看之后的圆桌讨论加深了关于解构与教育之间关系的辩论。我们与不同的小组成员讨论了在这个全球资本主义时代，如何最好地想象和实施一个人文科学研究和教育机构。

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.