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 1
... context in which Lyotard is read (or not read)? What themes and influences recur in the work? We begin with general remarks about Lyotard's reception, about the special place of The Postmodern Condition (Lyotard 1984a), about the ...
... context in which Lyotard is read (or not read)? What themes and influences recur in the work? We begin with general remarks about Lyotard's reception, about the special place of The Postmodern Condition (Lyotard 1984a), about the ...
Page 2
... context within which these questions are raised. If Max Weber told us a story of how we moved from traditional ... contexts and demand a focus on the fault-lines along which such fracturing has taken place. For both Weber and Lyotard ...
... context within which these questions are raised. If Max Weber told us a story of how we moved from traditional ... contexts and demand a focus on the fault-lines along which such fracturing has taken place. For both Weber and Lyotard ...
Page 3
... context that he 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 ...
... context that he 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 ...
Page 5
... context of higher education as their main concern. Wittgenstein and Kant Lyotard's adaptation ofWittgenstein's ... contexts. These problems cannot adequately be addressed within the discourses of liberalism or traditional Marxist ...
... context of higher education as their main concern. Wittgenstein and Kant Lyotard's adaptation ofWittgenstein's ... contexts. These problems cannot adequately be addressed within the discourses of liberalism or traditional Marxist ...
Page 10
... context of university reform. As a lecturer at Nanterre, Lyotard actively opposed Fouchet's modernizing reforms in the name of freedom of expression and political assembly, and democratic participation by students and staff in ...
... context of university reform. As a lecturer at Nanterre, Lyotard actively opposed Fouchet's modernizing reforms in the name of freedom of expression and political assembly, and democratic participation by students and staff in ...
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