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
... concept of the differend. Burbules is particularly interested in the use that Lyotard makes of Wittgenstein's idea ... concepts of language game and form of life. Questions concerning the heterogeneity of language games and the ...
... concept of the differend. Burbules is particularly interested in the use that Lyotard makes of Wittgenstein's idea ... concepts of language game and form of life. Questions concerning the heterogeneity of language games and the ...
Page 15
... concepts are placed under the regimes of reason, in favor of one that is relational. Feeling is tied to the cognitive ... concept could be sufficient to the presentation, and no intelligible language render it adequately (Lyotard 1994 ...
... concepts are placed under the regimes of reason, in favor of one that is relational. Feeling is tied to the cognitive ... concept could be sufficient to the presentation, and no intelligible language render it adequately (Lyotard 1994 ...
Page 21
... concept of a philosophy of education runs counter to this work, which is rather a style of thinking that seeps into others and opens them up to new possibilities. This requires a refusal to be guided by reference to any transcendent ...
... concept of a philosophy of education runs counter to this work, which is rather a style of thinking that seeps into others and opens them up to new possibilities. This requires a refusal to be guided by reference to any transcendent ...
Page 36
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Page 45
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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