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 vii
... economics. Much of his work is done in collaboration with Paul Smeyers, Richard Smith, and Paul Standish, including ThinkingAgain: Education afterPostmodernism (Bergin and Garvey, 1998) and the forthcoming Education in an Age ofNihilism ...
... economics. Much of his work is done in collaboration with Paul Smeyers, Richard Smith, and Paul Standish, including ThinkingAgain: Education afterPostmodernism (Bergin and Garvey, 1998) and the forthcoming Education in an Age ofNihilism ...
Page 4
... economic system, and it is one in which misunderstanding of science is an important factor. Science itselfis open: a statement is relevant if it generates ideas, new possibilities of thinking, new game rules. Ultimately Lyotard wants to ...
... economic system, and it is one in which misunderstanding of science is an important factor. Science itselfis open: a statement is relevant if it generates ideas, new possibilities of thinking, new game rules. Ultimately Lyotard wants to ...
Page 11
... economic growth on daily life and culture, and the appearance of new demands by workers. Capital, which removes ... economy do not contribute to the reduction ofinequalities. It is, of course, possible to draw distinctions between the ...
... economic growth on daily life and culture, and the appearance of new demands by workers. Capital, which removes ... economy do not contribute to the reduction ofinequalities. It is, of course, possible to draw distinctions between the ...
Page 13
... economic systems, but only if their criticisms quickly turn a profit. Hence in the new university the radical is tamed or contained. Lyotard's pessimism arises from the belief that new legislation, the establishment of an opposing ...
... economic systems, but only if their criticisms quickly turn a profit. Hence in the new university the radical is tamed or contained. Lyotard's pessimism arises from the belief that new legislation, the establishment of an opposing ...
Page 15
... economic system and of the education system as a subset of that. In this context the embodied encounter between teacher and taught is a matter that is scarcely acknowledged: as if something there, embarrassingly, refused to be ...
... economic system and of the education system as a subset of that. In this context the embodied encounter between teacher and taught is a matter that is scarcely acknowledged: as if something there, embarrassingly, refused to be ...
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