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. |
From inside the book
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Page v
... claims, and the politics of knowledge: Habermas, Lyotard, and higher education 54 NIGEL BLAKE 4 Overcoming capitalism: Lyotard's pessimism and Rorty's prophecy 73 J. M. FRITZMAN 5 Lyotard as moral educator 97 A. T. NUYEN 6 The sublime ...
... claims, and the politics of knowledge: Habermas, Lyotard, and higher education 54 NIGEL BLAKE 4 Overcoming capitalism: Lyotard's pessimism and Rorty's prophecy 73 J. M. FRITZMAN 5 Lyotard as moral educator 97 A. T. NUYEN 6 The sublime ...
Page 3
... claims: “The true goal of the system, the reason it programs itself like a computer is the optimization of the global relationship between input and output: performativity” (ibid.). And this term aptly connotes thejargon of efficiency ...
... claims: “The true goal of the system, the reason it programs itself like a computer is the optimization of the global relationship between input and output: performativity” (ibid.). And this term aptly connotes thejargon of efficiency ...
Page 4
... claims, the inexhaustible reserve of possible utterances would prevent fixation in an equilibrium. Such a politics would respect both the desire forjustice and the desire for the unknown (ibid.: 67). If the suggestion of totalitarianism ...
... claims, the inexhaustible reserve of possible utterances would prevent fixation in an equilibrium. Such a politics would respect both the desire forjustice and the desire for the unknown (ibid.: 67). If the suggestion of totalitarianism ...
Page 12
... claims, and the politics of knowledge: Habermas, Lyotard, and higher education.” Here again there is a concern that Lyotard is in danger of advocating dissent to no purpose, an aestheticization of dissent. The broad educational question ...
... claims, and the politics of knowledge: Habermas, Lyotard, and higher education.” Here again there is a concern that Lyotard is in danger of advocating dissent to no purpose, an aestheticization of dissent. The broad educational question ...
Page 14
... claim that we have to do something about these wrongs, that we cannot let them go unnoticed. A wrong of this kind arises in the first place by virtue of the fact that the victim's rules of discourse are not valid, or not recognized ...
... claim that we have to do something about these wrongs, that we cannot let them go unnoticed. A wrong of this kind arises in the first place by virtue of the fact that the victim's rules of discourse are not valid, or not recognized ...
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