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By Peter Nicholas Baker

    Deconstruction and the moral flip demonstrates the ongoing value of deconstruction and different similar pursuits for present literary conception, insisting at the seriousness of the deconstructive firm, its philosophical history, and its attainable usefulness for negotiating the political terrain of the postmodern college.  

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Extra resources for Deconstruction and the ethical turn

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127), he shatters, in a way that has still to be adequately thought through and recognized, Page 5 the complacency of any view that rests within the confines of the academy or is only concerned with the act of reading and interpreting texts. His misunderstood pronouncement that "there is nothing outside the text" means, from this perspective, that all intersubjective forms of violence, domination and exploitation need to be analyzed as forms of "writing," where writing stands obviously for much more than words on a page.

In this way, Foucault in the final phase of his work insists in some sense on the continuity with his early work, such as in Les mots et les choses. He also, in this afterword, outlines the ethical subject of discourse in a way that will continue to be of interest to the subsequent critics of his work, by focusing on the question of freedom. Foucault says: "When one defines the exercise of power as a mode of action upon the actions of others, when one characterizes these actions by the government of men by other menin the broadest sense of the term [government]one includes an important element: freedom.

Since presence is necessarily implicated in these two workings of spoken language, according to Scholes, Derrida is wrong about the relationship of writing to speech and can only be called "nihilist" if he continues to deny such active linguistic presence. For arguments as potentially important as these, Scholes's supporting evidence is remarkably slim. Arguing in favor of the presence of the referent in the deixis of the speech act, Scholes states: "One of those crucial differences is that we all learn the first elements of language through communication with another person in the presence of objects that can be named.

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