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 6
... feeling, and this provides a direction for our universalist longings. Unlike Kant, however, it is in art that Lyotard seeks this rather than in nature. In the Philosophical Investigations Wittgenstein writes: We also say of some people ...
... feeling, and this provides a direction for our universalist longings. Unlike Kant, however, it is in art that Lyotard seeks this rather than in nature. In the Philosophical Investigations Wittgenstein writes: We also say of some people ...
Page 7
... feelings she truly has. There is a differend between the truth of her feeling, which as no-thing is inexpressible, and the extravagant boasts of affection made by her evil sisters. The play makes it possible to bear witness to this ...
... feelings she truly has. There is a differend between the truth of her feeling, which as no-thing is inexpressible, and the extravagant boasts of affection made by her evil sisters. The play makes it possible to bear witness to this ...
Page 8
... feeling of pain which accompanies silence (and of pleasure which accompanies the invention of a new idiom), that they are summoned by language, not to augment to their profit the quantity of information communicable through existing ...
... feeling of pain which accompanies silence (and of pleasure which accompanies the invention of a new idiom), that they are summoned by language, not to augment to their profit the quantity of information communicable through existing ...
Page 15
... Feeling is tied to the cognitive, and the play of the imagination becomes crucial to the accounts of the freedom of the will and the freedom of aesthetics. This linking of reason and the aesthetic, especially in relation to the sublime ...
... Feeling is tied to the cognitive, and the play of the imagination becomes crucial to the accounts of the freedom of the will and the freedom of aesthetics. This linking of reason and the aesthetic, especially in relation to the sublime ...
Page 20
... feeling of the sublime against Kantian ideas of reason such as humanity. The Lyotardian teacher could then be, on a soft view, the element within a curriculum that reminded us of the limits of our understanding, morality, and systems of ...
... feeling of the sublime against Kantian ideas of reason such as humanity. The Lyotardian teacher could then be, on a soft view, the element within a curriculum that reminded us of the limits of our understanding, morality, and systems of ...
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