chapter  4
Levinas and the Language of the Curriculum
ByPAUL STANDISH
Pages 11

This chapter runs against the grain of a familiar reception of Levinas in education and the social sciences. While the increased interest in his work is in many ways very much to be welcomed, my sense is that this has been skewed by its assimilation to existing positions, preoccupations, and agendas. Much of this problem relates to Levinas’s central concern with alterity.