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
... particular interest in higher education, identity and pluralism, electronic media in education, and connections between education and economics. Much of his work is done in collaboration with Paul Smeyers, Richard Smith, and Paul ...
... particular interest in higher education, identity and pluralism, electronic media in education, and connections between education and economics. Much of his work is done in collaboration with Paul Smeyers, Richard Smith, and Paul ...
Page ix
... particular reference to the work of Wittgenstein. WithJames Marshall he co-edited Philosophy and Education: Accepting Wittgenstein's Challenge (Kluwer, 1995) and he is co-author of Thinking Again: Education after Postmodernism (Bergin ...
... particular reference to the work of Wittgenstein. WithJames Marshall he co-edited Philosophy and Education: Accepting Wittgenstein's Challenge (Kluwer, 1995) and he is co-author of Thinking Again: Education after Postmodernism (Bergin ...
Page 2
... particular, have scarcely engaged with Lyotard's thought. This is significant because much of Lyotard's philosophy presents a sustained critique of the analytical tradition, using analytical methods. Style no doubt has been a problem ...
... particular, have scarcely engaged with Lyotard's thought. This is significant because much of Lyotard's philosophy presents a sustained critique of the analytical tradition, using analytical methods. Style no doubt has been a problem ...
Page 4
... particular name under which we might then sign up, it would be vulnerable to the same fate: it would end up resembling the system it was meant to replace. In contrast we must recognize our responsibility for the rules of our language ...
... particular name under which we might then sign up, it would be vulnerable to the same fate: it would end up resembling the system it was meant to replace. In contrast we must recognize our responsibility for the rules of our language ...
Page 6
... is not said in isolation. It depends for its sense on a language game which supplies the rules for its sense. But any particular phrase or event can be followed by different phrases and 6 Pradeep A. Dhillon and Paul Standish.
... is not said in isolation. It depends for its sense on a language game which supplies the rules for its sense. But any particular phrase or event can be followed by different phrases and 6 Pradeep A. Dhillon and Paul Standish.
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