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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Page 11
... Arguments of this kind are often supported by reference to Lyotard's concept of the differend. Burbules is particularly interested in the use that Lyotard makes of Wittgenstein's idea of the language game, and the bearing his ...
... Arguments of this kind are often supported by reference to Lyotard's concept of the differend. Burbules is particularly interested in the use that Lyotard makes of Wittgenstein's idea of the language game, and the bearing his ...
Page 13
... argument here leads to an emphasis on the imagination in education, and in this the development of the literary imagination is seen as crucial. Fritzman follows Martha Nussbaum in suggesting that failure to cultivate the imagination in ...
... argument here leads to an emphasis on the imagination in education, and in this the development of the literary imagination is seen as crucial. Fritzman follows Martha Nussbaum in suggesting that failure to cultivate the imagination in ...
Page 15
... argument moves toward the consideration of the importance for Lyotard of The Critique ofJudgment. The picture Kant gives us here moves away from that of the autonomous rational self, where concepts are placed under the regimes of reason ...
... argument moves toward the consideration of the importance for Lyotard of The Critique ofJudgment. The picture Kant gives us here moves away from that of the autonomous rational self, where concepts are placed under the regimes of reason ...
Page 28
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Page 36
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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