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
... linguistics, philosophy, and philosophy of education. Currently she is Assistant Professor in the Department of Educational Policy Studies at the University of Illinois, Urbana-Champaign, and editor of the Journal ofAesthetic Education ...
... linguistics, philosophy, and philosophy of education. Currently she is Assistant Professor in the Department of Educational Policy Studies at the University of Illinois, Urbana-Champaign, and editor of the Journal ofAesthetic Education ...
Page 6
... linguistic practice, nevertheless, there is a unifying element. He draws this out by turning to the Kant of the third Critique and also the political writings. He evokes the reflective judgment of Kant's aesthetics, the search for a law ...
... linguistic practice, nevertheless, there is a unifying element. He draws this out by turning to the Kant of the third Critique and also the political writings. He evokes the reflective judgment of Kant's aesthetics, the search for a law ...
Page 12
... linguistic interaction. The resistant potential of communicative interaction, which appeals directly to the conscious assent of the individual, resides in the co-presence in any utterance of tacit assumptions of normative, affective ...
... linguistic interaction. The resistant potential of communicative interaction, which appeals directly to the conscious assent of the individual, resides in the co-presence in any utterance of tacit assumptions of normative, affective ...
Page 18
... linguistics that must be recognized. Here difference is most centrally in the relationship between the signifier and the signified. This openness of language then helps explain what is always an openness: in the unpresentable, in a “non ...
... linguistics that must be recognized. Here difference is most centrally in the relationship between the signifier and the signified. This openness of language then helps explain what is always an openness: in the unpresentable, in a “non ...
Page 27
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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