This book brings to social scientists a new look at how human beings are striving towards understanding others-- and through that effort--making sense of themselves. It brings together researchers from all over the World who have suggested a set of new approaches to the basic research issue of how human beings are social beings, while being unique in their personal ways of being. Issues of social representation, communication, dialogical self, and human subjectivity are represented in this book. The book contributes to the contemporary epistemological and ethical debate about the question of otherness, and would be of interest to educationalists, sociologists, psychologists, and anthropologists. It is an invitation to the wide readership to join in this collective effort towards the construction of new conceptions about myselfothers relationships that allow for innovative understanding of various social practices and problem solving in society.

Drawn from a series of lectures that Bernhard Waldenfels delivered in honour of the Chinese philosopher Tang Chun-I, The Question of the Other is a collection of seven papers introducing what he calls a new sort of responsive phenomenology. This means that our experience does not start from our own intentions or from our common understanding, but from something that happens and appeals to us, disturbing our projects and forcing us to respond. We only become ourselves by responding to the Other. Hence otherness is not restricted to the otherness of the Other or to that of another order, it rather penetrates ourselves. Bernhard Waldenfels, born in 1934, earned his Ph.D. from the University of Munich in 1959. He taught at Munich until 1976 when he was appointed Professor of Philosophy at the Ruhr-Universit?t Bochum. Since 1999 he is Professor Emeritus. He has been a visiting professor in Rotterdam, Paris, New York, Louvain-la Neuve, Costa Rica, Debrecen, Prague, Rome, Vienna, and Hong Kong. He is a cofounder of the German Society for Phenomenological Research. The tremendous success of China's economic reform, in contrast with the vast difficulties encountered by the former Soviet Union and Eastern European countries in their transition, has attracted worldwide attention. Using a historical, comparative and analytic approach grounded in mainstream economics, the authors develop a consistent and rational framework of state-owned enterprises and individual agents to analyze the internal logic of the traditional planning system. They also explain why the Chinese economy grew slowly before the market-oriented reform in 1979 but became one of the fastest growing economies afterwards, and why the vigour/chaos cycle became part of China's reform process. The book also addresses to the questions that whether China can continue its trend of reform and development and become the largest economy in the world in the early 21st century, and what the general implications of China's experience of development and reform are for other developing and transition economies. The first edition has been well-received and is the standard textbook or reference for students and researchers of China studies. In this thoroughly revised edition, the authors have updated the data and information in the book and include a new chapter on the impact of China's WTO accession on its economic reforms and causes of the current deflation. 5

The core source of this book is the work of Emmanuel Levinas. Beginning with a chapter on speaking and the other, three lead chapters focus on Levinas' account of the face of the other. These chapters are followed by explorations of the ethics of dissemination in Derrida, the freedom of the other in Sartre, the cultural other in Husserlian phenomenology, the other as sexual difference in Irigaray and Nietzsche, the sublime in aesthetics, and the deconstruction of the primacy of the ego in Foucault and Lacan. This book is especially relevant to feminist theory. It shows that postmodern, continental philosophy does indeed have ethical implications. The question of the other or the presence of the other undercuts the foundationalist starting points of ethical theory and epistemology. The Question of the Other presents fresh and original interpretations of Husserl, Nietzsche, Derrida, Levinas, Irigaray, Foucault, Lacan, Heidegger, and Sartre.

The notion of otherness, often misused, requires important conceptualization work in order for it to be considered in all of its forms, and not simply reduced to the account of others. Although otherness certainly questions the link to the other (relation), it also questions the link to the self (reflexivity) and the link to knowledge (epistemology). Being tridimensional, the process of otherness is a paradox, the meaning of which can only be drawn thanks to ethics, psychoanalytical orientation and the history of philosophical ideas. This book, which relates to philosophy of education, seeks to explain the problematic notion of otherness, the desire for which is specific to humankind. It examines how otherness questions the limits of knowledge, transmission and language, and argues that it is in fact a value, a tool and practice for all the actors involved in the relationship between education, knowledge and care.

Jean-Luc Nancy and the Thinking of Otherness explores Nancy's opening of otherness at the heart of existence through the transformative appropriation of Heidegger and Levinas.

The cultural phenomenon of exhibiting non-European people in front of the European audiences in the 19th and 20th century was concentrated in the metropolises in the western part of the continent. Nevertheless, traveling ethnic troupes and temporary exhibitions of non-European humans took place also in territories located to the east of the Oder river and Austria. The contributors to this edited volume present practices of ethnographic shows in Russia, Poland, Czechia, Slovenia, Hungary, Germany, Romania, and Austria and discuss the reactions of local audiences. The essays offer critical arguments to rethink narratives of cultural encounters in the context of ethnic shows. By demonstrating the many ways in which the western models and customs were reshaped, developed, and contested in Central and Eastern European contexts, the authors argue that the dominant way of characterizing these performances as “human zoos” is too narrow. The contributors had to tackle the difficult task of finding traces other than faint copies of official press releases by the tour organizers. The original source material was drawn from local archives, museums, and newspapers of the discussed period. A unique feature of the volume is the rich amount of images that complement every single case study of ethnic shows.

The notion of otherness, often misused, requires important conceptualization work in order for it to be considered in all of its forms, and not simply reduced to the account of others. Although otherness certainly questions the link to the other (relation), it also questions the link to the self (reflexivity) and the link to knowledge (epistemology). Being tridimensional, the process of otherness is a paradox, the meaning of which can only be drawn thanks to ethics, psychoanalytical orientation and the history of philosophical ideas. This book, which relates to philosophy of education, seeks to explain the problematic notion of otherness, the desire for which is specific to humankind. It examines how otherness questions the limits of knowledge, transmission and language, and argues that it is in fact a value, a tool and practice for all the actors involved in the relationship between education, knowledge and care.