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 3
... 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 and effectiveness ...
... 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 and effectiveness ...
Page 16
... goals, all activity is subordinated to this, and this takes place against the background of a bland naturalism: educational theory cannot forget the reality of its “facts”, about child development or intelligence or reading ages ...
... goals, all activity is subordinated to this, and this takes place against the background of a bland naturalism: educational theory cannot forget the reality of its “facts”, about child development or intelligence or reading ages ...
Page 18
... goals of critical pedagogy and the attack from postmodernism on the tenets of modernity. McLaren sees a harmony between on the one hand postmodernism, and on the other critical pedagogy's attempts to analyze and unsettle existing ...
... goals of critical pedagogy and the attack from postmodernism on the tenets of modernity. McLaren sees a harmony between on the one hand postmodernism, and on the other critical pedagogy's attempts to analyze and unsettle existing ...
Page 20
... goal has been set to testify to the differend or bear witness to the sublime, the role of the philosopher and ... goals, the active passivity of Lyotard's apedagogy, as Williams puts it, is an effort to write and to teach with an ...
... goal has been set to testify to the differend or bear witness to the sublime, the role of the philosopher and ... goals, the active passivity of Lyotard's apedagogy, as Williams puts it, is an effort to write and to teach with an ...
Page 22
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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