Lyotard: Just EducationPradeep Dhillon, Paul Standish Following Lyotard's death in 1998, this book provides an exploration of the recurrent theme of education in his work. It brings to a wider audience the significance of a body of thought about education that is subtle, profound and still largely unexplored. This book also makes an important contribution to contemporary debates on postmoderism and education. |
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... Rorty's prophecy 73 J. M. FRITZMAN 5 Lyotard as moral educator 97 A. T. NUYEN 6 The sublime face of just education 110 PRADEEP A. DHILLON 7 Another space 125 RICHARD SMITH 10 11 12 13 8 L'enfance, education, and the politics Contents.
... Rorty's prophecy 73 J. M. FRITZMAN 5 Lyotard as moral educator 97 A. T. NUYEN 6 The sublime face of just education 110 PRADEEP A. DHILLON 7 Another space 125 RICHARD SMITH 10 11 12 13 8 L'enfance, education, and the politics Contents.
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... ideals of undistorted communicative action. The relation between consensus and dissensus is pursued in J. M. Fritzman's “Overcoming capitalism: Lyotard's pessimism and Rorty's prophecy.” Science and 12 Pradeep A. Dhillon and Paul Standish.
... ideals of undistorted communicative action. The relation between consensus and dissensus is pursued in J. M. Fritzman's “Overcoming capitalism: Lyotard's pessimism and Rorty's prophecy.” Science and 12 Pradeep A. Dhillon and Paul Standish.
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... Rorty's prophecy.” Science and education are legitimated, Lyotard urges, neither by Niklas Luhmann's criterion of efficiency of performance nor by Habermas's search for universal consensus. Instead, they are legitimated through paralogy ...
... Rorty's prophecy.” Science and education are legitimated, Lyotard urges, neither by Niklas Luhmann's criterion of efficiency of performance nor by Habermas's search for universal consensus. Instead, they are legitimated through paralogy ...
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Contents
1 | |
JeanFrançois Lyotard and cultural difference | 23 |
the differend language games and education | 36 |
Habermas Lyotard and higher education | 54 |
Lyotards pessimism and Rortys prophecy | 73 |
5 Lyotard as moral educator | 97 |
6 The sublime face of just education | 110 |
7 Another space | 125 |
9 In freedoms grip | 157 |
the unpresentable ambivalence and feminist possibility | 177 |
Lyotards relevance for a pedagogy of the Other | 194 |
12 For a libidinal education | 215 |
13 Pointlessness and the University of Beauty | 230 |
Bibliography | 259 |
Index of themes | 269 |
Index of names | 271 |
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Common terms and phrases
aesthetic Algeria argues argument autonomy bear witness become capitalism childhood claim concept conflict consensus context critical pedagogy critique cultural differend dominant economic emancipation essay ethical event feeling feminist game player game playing genre of discourse goal grand narratives Habermas Habermas’s heterogeneity human ibid idea idiom imagination incommensurability injustice institutions intensity Jean-François Lyotard Kant Kantian kind knowledge language games legitimation libidinal linguistic litigation Lyotard writes Lyotardian Marxism means megalopolis metanarrative modern moral multiculturalism negation normative notion Nuyen ofjustice one’s paralogy particular performativity philosophy of education pointlessness political position possible Postmodern Condition practice pragmatics present problem question radical rational reading reason recognize representation resistance Rorty rules sense Shylock social bond Socialisme ou Barbarie society speech acts structure sublime teachers teaching Thébaud theory thing thought understanding University of Beauty unpresentable Wittgenstein wrong