Abstract and Keywords
Derrida’s deconstruction and rejection of the metaphysics of presence is examined along with Ferdinand de Saussure’s influence on Derrida’s trace of différance. The influence of Edmund Husserl and Martin Heidegger is considered regarding Derrida’s commitment to a priori transcendentalism along with his strident anti-empiricism. Derrida’s approach to educational issues is surveyed with emphasis on his deconstruction of rationality and construction of a series of educational aporias providing occasion for novel topoi. It is shown that Dewey too rejects the metaphysics of presence in ways integral to his philosophy of education. Dewey and Derrida agree on the inevitable openness to otherness and difference. Dewey’s empirical pluralism and perspectivism is discussed as an alternative to Derrida’s quasi-transcendental apriorism. The conclusion proposes that Derrida’s putatively a priori quasi-transcendental deconstructive trace of différance is an a posteriori consequence within the trace of genetic inquiry; specifically, it is, a reified hypostatic abstraction.
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