Why does Walter Benjamin claim “indirection” to be the proper method for philosophical contemplation and writing? Why is this method—embodied, according to Benjamin, in the convoluted form of scholastic treatises and in their use of citations—fundamental for understanding his Origin of German Trauerspiel as suggesting an alternative to most strands of modern philosophy? The explicit and well-studied function of this method is for the presentation of what cannot be represented in language, of what cannot be intended or approached in thinking. (...) Namely, of what Benjamin understands as “truth.” Indeed, as Adorno implied, providing a method for presenting an intentionless reality, rather than for re-presenting the world as corresponding to the mind, is revolutionary. However, I claim that beyond its presentational function, the method of indirection has a further, pedagogical function. Benjamin’s concept of truth requires thinking in a manner that does not impose any exterior form, any conceptual or intuitive intention on truth and the materials in which it might be exhibited. The methodological adoption of digressive and intermittent writing is supposed to transform the way we think, or more accurately, the position from which thinking occurs. By examining Benjamin’s use of pedagogical terms against the backdrop of scholastic history and the Urfigure of modern method, that of Descartes, I show that writing and reading in the form of the tractatus serves as exercise in receding from the subject-position—a position of a subject intending an object—and thus conditions the presentation of intentionless truth. (shrink)

In his ‘Towards the Critique of Violence’, Walter Benjamin introduces the concept of ‘educative violence’ as a contemporary manifestation of ‘divine violence’. In this paper, we aim to interpret ‘educative violence’ by examining other instances where the young Benjamin addresses pedagogical issues. By connecting the concept of divine violence to Benjamin’s ideas of education in tradition and of the schooling of Geist, our goal is twofold: firstly, to comprehend the productive role that violence may play in the pedagogical context, and (...) secondly, to apply it to the conception of schooling presented by Jan Masschelein and Maarten Simons to highlight its relevance to school education. By linking scholastic violence to divine violence, we argue that schools must be defended not despite but because of the violence they inhere. In doing so, we contribute another layer to the defense of the school and offer fresh insights into Benjamin’s notion of divine violence. (shrink)

While Foucault referred to Benjamin just once in his entire corpus, scholars have long noticed affinities between the two thinkers, mainly between their conceptions of history: their emphasis on discontinuity, their historiographical practices, and the role of archives in their work. This essay focuses, rather, on their practice of critique and, more specifically, on their conception of the relation of this practice to exercise or askesis. I examine the role of askesis as a self-transformative exercise in Foucault’s late work and (...) how this concept reverberates throughout his idea of critique as the exercise of an ethos demanding arduous work. Against this background, the role of exercise (Übung) in Benjamin’s Origin of the German Traeurspiel, his interest in ascetic kinds of exercise or schooling, and its ties to critique are discerned. This comparison reveals significant similarities in Foucault’s and Benjamin’s conception of philosophy, as well as different emphases in their inheritance of the Kantian critical project: critique as an exercise of an attitude attentive to possibilities for transformation in the present vs. critique as involving an attitude-transforming exercise; critique as a modern ethos that needs to be reactivated vs. critique as propaedeutic, as a preparation for a modern tradition. (shrink)

ABSTRACT In a reflection on his Marxist past, J. F. Lyotard described a différend between himself and the revolutionary discourse. This might also represent the relations between the latter and the contemporary discourse of resistance, with its characteristic fascination with non-teleological political action. The disdain for teleology apparently justifies the incommensurability of these discourses, thus disabling any inheritance of elements of the revolutionary tradition. This essay challenges the unbridgeable nature of this gap and explores alternative relations between the two discourses, (...) such as mimetic ones, by reading Walter Benjamin's somewhat neglected fragments on barricades in his Arcades Project. Benjamin's concept of interruption – celebrated by contemporary theorists of resistance – alongside his non-teleological concept of revolution, provides the theoretical armature for this task. Thus, I use barricades, commonly conceived as the emblem of the revolutionary tradition, in order to reconsider the possibility of inheriting aspects of this tradition in times in which the predominant discourse is that of resistance. (shrink)