ABSTRACT
In order to understand Bennington's formulation of the double strategy as a 'quasi-rule' of deconstructive politics understood non-reductively, this chapter turns to the 'Avant-projet' (AP), drafted by Jacques Derrida, and to his 1976 essay 'Ou commence et comment finit un corps enseignant' (OC). The double strategy of simultaneous defence and attack, and of theoretical and practical interventions which the AP had outlined, pertained no less to his teaching practice. Teaching is the most representative form of philosophizing and the most authentic incarnation of active reflection. The implicit or explicit claim that philosophy is indissociably linked to teaching, but as anti-pedagogy, has been made in the French discourse on philosophy teaching, but also outside it. The double strategy of Groupe de recherches sur l'enseignement philosophique's (GREPH's) project is clearly 'deconstructive in the sense posited by Geoffrey Bennington of a dual operation, working to displace and re-inscribe in order to transform.
