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 3
... heterogeneity of our language: we should “gaze in wonderment at the diversity of discursive species” (Lyotard 1984a: 26). This heterogeneity he explains by way of Wittgenstein's notion of the language game. It is clear that Lyotard's ...
... heterogeneity of our language: we should “gaze in wonderment at the diversity of discursive species” (Lyotard 1984a: 26). This heterogeneity he explains by way of Wittgenstein's notion of the language game. It is clear that Lyotard's ...
Page 4
... heterogeneity oflanguage games and the search for dissent together undermine the idea of a stable human subject seeking emancipation through the regularization of language moves in consensus. Crucially for Lyotard, we must arrive at an ...
... heterogeneity oflanguage games and the search for dissent together undermine the idea of a stable human subject seeking emancipation through the regularization of language moves in consensus. Crucially for Lyotard, we must arrive at an ...
Page 7
... heterogeneous, and so there can be a conflict between them. Irresolvable conflicts arise between language games when there is a need to determine the right way to follow a particular phrase or event. Yet, although the rules of exchange ...
... heterogeneous, and so there can be a conflict between them. Irresolvable conflicts arise between language games when there is a need to determine the right way to follow a particular phrase or event. Yet, although the rules of exchange ...
Page 11
... thought between the concepts of language game and form of life. Questions concerning the heterogeneity of language games and the possibility of communication figure also in Nigel Blake's “Paralogy, validity Introduction 11.
... thought between the concepts of language game and form of life. Questions concerning the heterogeneity of language games and the possibility of communication figure also in Nigel Blake's “Paralogy, validity Introduction 11.
Page 15
... heterogeneity must recognize the development of imagination and creativity as critical factors in the development of a politics that isjust. Richard Smith's chapter, “Another space,” also explores ways in which attention to literature ...
... heterogeneity must recognize the development of imagination and creativity as critical factors in the development of a politics that isjust. Richard Smith's chapter, “Another space,” also explores ways in which attention to literature ...
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