This article aims to explore the philosophical approach to faith after deconstruction as manifested in the work of Jean-Luc Marion and Jean-Luc Nancy. By taking the saturated phenomenon as its focus, the analysis seeks to demonstrate that whilst Marion’s thinking proves to be an innovative re-imagining of the possibilities of phenomenology, its problematic recourse to a supplementary hermeneutic means that saturation can never be adequately applied to faith without simultaneously compromising the excessive intuition upon which it relies. The article then (...) explores whether Nancy’s suggestion that saturation be re-framed as faith can offer a viable alternative approach. Whilst the post-phenomenological modality within which Nancy operates means it may be problematic to retain the term ‘saturation’ in the exact sense Marion gives it, it is argued that Nancy’s version of saturated faith allows us to approach the binary divide between philosophy and theology from a different direction, resulting in a vision of faith that cuts across theism and atheism, destabilising them from within. Although Nancy’s thought in this area certainly does nothing to respond to persistent questions surrounding the place of institutionalized religion within secular modernity, it nevertheless serves as a powerful tool for thinking the possibilities of faith in the twenty-first century. (shrink)

In this article I explore how a philosophical conception of love may be used to draw debate on the death of God beyond the binary opposition between theology and philosophy through a comparative study of the work of Jean-Luc Marion and Jean-Luc Nancy. Although Marion’s reading of love—in both its theological and phenomenological guises—proposes an innovative phrasing of a non-metaphysical notion of divinity, I argue that it is ultimately unable to maintain its coherence in nominal discourse due to Marion’s insistence (...) on keeping love and being separate. In contrast, through his unique thinking on ontology, Nancy’s philosophy allows us to reposition love at the heart of being, from whence it may serve as a means of disrupting the very principle governing the atheist and theist world-views. Far from dismantling Marion’s core proposition, I conclude that the two thinkers may in fact be more closely aligned than previous scholarship has acknowledged, coming together in the need to affirm an experience of the impossible that takes place in the present rather than in any eschatological fulfillment to come. At this intersection between two nominally very different thinkers, love forms an ontological limit-point for thought that poses a challenge to both theology and philosophy alike as they continue to grapple with the question of religion in the twenty-first century. (shrink)

In this article, I examine the presence of Spinoza within Jean-Luc Nancy’s deconstruction of Christianity project. Although the debt Nancy owes to other philosophers such as Derrida and Heidegger has been recognized, less well known is his reliance on a Spinozist frame of reference throughout his writings on Christianity. Analyzing Nancy’s reading of key moments within the deconstruction of Christianity—the doctrines of creation ex nihilo and the incarnation—I explore how the coupling of transcendence and immanence in a Heideggerian ontological mode (...) can be enlightened by Spinoza’s philosophy. What takes shape is a profoundly embodied and affective relationality that I argue is the central resource Nancy wishes to expose at the heart of both Christianity and the secular West. (shrink)

The opposition between learning as a process of self-cultivation and learning as a form of vocational training for the workplace is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims influences the way in which educators approach curriculum design and inevitably shapes the attitudes learners bring to the classroom. In this article, we contest what we see as the overly simplistic opposition between Bildung and Ausbildung by deploying a (...) conception of play that suspends the pragmatic demands of everyday existence. We argue that when learning activities are envisaged as a form of free-flowing, playful exploration, skills-based language training can be understood as an experience of Bildung in which the language learner creatively renegotiates their own identity through an encounter with both their own values and those of the target culture. (shrink)

When read alongside the great command of Deuteronomy, ‘love the Lord your God with all your heart, mind, and strength,’ the Judeo-Christian directive to ‘love your neighbour as yourself’ is perhaps one of the most theologically and ethically charged phrases in the Bible. In these two mutually reliant commandments lies a meeting point between the divine and the human that has important implications for our understanding of the nexus between theological conceptions of love and philosophical engagement with worldly existence. This (...) point of intersection is explored in a particularly unique way in the thinking of Michel Henry and Jean-Luc Nancy. In this article, I conduct the first sustained comparative analysis of their respective philosophies, using an exploration of the role of love and affectivity in their work to better understand the philosophical opportunity represented by the commandment to love God and neighbour. (shrink)

This article seeks to explore the implications of Jean-Luc Nancy’s reading of the subject for educational philosophy by connecting his re-interpretation of Descartes to his later thinking on what he names the ontological singular plural. Nancy’s re-imagining of the Cogito coalesces around the figure of the mouth through which the subject enunciates itself within the world. Reading this extension of the ego through the mouth as an enunciation of ontological singular plurality exposes a speaking subject that communicates via a sharing (...) of its own being with other singular subjects. The article concludes that Nancy’s singular plural holds potential for affirming a substance-less subjectivity that can nevertheless serve as a locus of meaning in the classroom. (shrink)