Derrida

Since time immemorial, due to its metaphysically grounded perspective, western philosophy has not been able to detach itself from the egoistic outlook, and thus, the interaction with the "other” had no role in this philosophy. The world has always been interpreted from the perspective of "self" ignoring the "other". Reviewing this mode of thought from Ancient Greece to Modern Age, one can reveal a kind of repression and forgetfulness of "alterity" and difference which Levinas has well highlighted in his philosophy. The very foundation of this egoism can be traced back to the Socratic slogan "know yourself”. In the same spirit, a kind of self-centered moral philosophy has been developed, the clear example of which is Kant's ethics. In line with Hegelian tradition of recognition, contemporary thinkers have redefined ethics and politics and acknowledged the constitutional dependence of the “self” on the "other." Based on the coordinates of their thought as well as the historical condition of their own time in the formation of subjectivity, these thinkers have criticized the neglect of the “other”. Hegel's role in underlining the importance of the vital status of the “other” is unique. Hegel bridges all post-Hegelian currents on the concept of “Other”. Then, in the present essay, we seek to show that since Hegel’s time up to Derrida, we have been witness to the rise of “Other” and the fall of “Self”.

Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not welcomed the 1vqy it deserves f?y the administrators of a number of disciplines. One such field o.f stucfy is the area of language teaching in ivhich philosophical concerns are left near/y intact. The present article is aimed at recapitulating the mqjor impact a partial acquaintance nitb philosopl!J can have on our general conceptualizations particular/y as it concerns Language and pedagogy. In so doing, a brief introduction is made, at the outset, to the tuo principal divisions of philosopl:y, i.e. ana/ytical and continental philosopl?J. The concept of bermeneutical thought is then presented as an issue relevant to the school of continentalphilosopl?J, and the vieivpoints of several celebrated progenitors and pioneers of this sub-branch of philosopl:y, i.e. hermeneutics are dimmed. An attempt is made, aftenaards, to introduce some traces of hermeneutics in linguistics and some of its main sub-branches inclttding pragmatics, critical discourse analysis andp.rychological studies.  In the encl  a brief account is given  of some practical  advantages  of a .familiarity  with  these philosophical concepts in pedagogical terms

 Although Michel  Foucault (1926 - 1984) emphasizes that the dominant paradigm of the renaissance era is based on resemblance and analogy, contrary to Foucault's view, metaphorical thinking and analogy is not merely dominant in the pre-modern society, but is also active in the modern and contemporary era, and according to the cognitive theory, it exists in the human being's whole life. The present research aims to investigate the relationship between socio-space metaphors in Foucault's thought. By studying Foucault's works and applying the metaphor identification procedure model, his main metaphors were extracted and analyzed using the qualitative content analysis method. Based on Foucault and Derrida’s theories power is the determining metaphor and has a linguistic character, other metaphors are a function of the metaphor of power. They believe in metaphorical form Power and knowledge are the same. Further, power creates knowledge and controls it spatially and has a great share in its reproduction and chain circulation. Most of Foucault's metaphors of space, such as situation, displacement, place, context, realm, sphere, the horizon, archipelago, land, and landscape, have a military background and are intertwined with power. Foucault likened the modern world to Jeremy Bentham's panopticon power. Foucault's panopticon architecture metaphor is location-based and social one. In other words, he has embodied or objectified the modern world as a disciplinary field or society. The results show that based on Lakoff and Johnson's theory, Foucault has used the metaphors of architecture as well as the panopticon as a source domain to explain the target domain (modern society).