Detonation as Grammatological Version of Philosophy Texts Reading

• Main Author: Оlha Volodymyrivna Hаidamachuk
• Format: Article
• Language: English
• Published: National Academy of Educational Sciences of Ukraine. Institute of Higher Education 2017-06-01
• Series: Філософія освіти
• Subjects: learner-centered strategy; detonation; intonation; articulation; deconstruction; reading
• Online Access: https://philosopheducation.com/index.php/philed/article/view/48
• ISSN: 2309-1606; 2616-7662

In the article the J. Derrida’s deconstruction interpretation is reasoned as a detonation. The deconstructor demonstrates that the strategic inflexion in a reading should be started from the tactics of rereading of already written as a «reading in between of lines». Derrida tries to revoke a «logocentric» intonation in favour of, as he thought, «grammatological» articulation. If it was true, we dealt with a field of unbounded, undivided tonation, the every in- of which had been always abrogated beforehand. However, in fact his deconstruction gives a voice those detonations, which will hardly have it as of right. When «Of grammatology» author was deconstructing texts he reread, he proceeded from «really obvious» in-tonation (there was supposed that the whole “logocentric” epoch was tuned on it), and aspired to interpret unheard before de-tonations instead of to balance in a field of tonation. It means his focal point is detonation (dispersion, scattering, burst etc.). As a result, «detonational processes» were activated in his own text too. Grammatological version of philosophy texts reading (detonation) is extrapolated on a modern learning approach. We suggest exploring the difference between the teacher-centred strategy and the learner-centred strategy. Derrida revocates «logocentric» intonation the same as he declines any subordination, which is focused mode of a lector-expertize’s voice as the only source of sense, in favour of «grammatological» articulation. In fact the deconstruction gives voice to suppressed detonation. Maximum of such diffusion allows us to acknowledge students have equal rights to be sources of sense. In West-European teaching discourse it names learner-centred strategy. The conclusion is that the new Derrida’s strategy of reading is divided on three tactic steps, two of which he could perform himself and showed to us, while he could only detect third one by his intuition and invited us to step there ourselves. The first step is the intoning as guiding lines obtaining for the next steps. Philosophy (metaphysics) is opened through traditional «intono-logical» (logocentric) reading strategy. The second step is «suspension» of intonation’s dictat for the sake of dе-tonation of the intoned (any mistake has a positive value. The third step is articulation as perfect techniques of simultaneous reading of in- and de-tonations in their inversely corresponding completeness, which opens the whole field of tonation. The model of the lack of domination promotes the learning situation as a «just play» for all participants: a freed from command role instructor just as one of equal-righted participants of learning process becomes the same learner as students. So every time they together should look for knowledge in the other way then before.