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 2
... possible dominates and defeats contemporary thinking. The Postmodern Condition Anyone interested in Lyotard and education is likely to take The Postmodern Condition (Lyotard 1984a) as a starting point. Commissioned by the Conseil des ...
... possible dominates and defeats contemporary thinking. The Postmodern Condition Anyone interested in Lyotard and education is likely to take The Postmodern Condition (Lyotard 1984a) as a starting point. Commissioned by the Conseil des ...
Page 4
... possible utterances would prevent fixation in an equilibrium. Such a politics would respect both the desire forjustice and the desire for the unknown (ibid.: 67). If the suggestion of totalitarianism here, the emphasis on the way that ...
... possible utterances would prevent fixation in an equilibrium. Such a politics would respect both the desire forjustice and the desire for the unknown (ibid.: 67). If the suggestion of totalitarianism here, the emphasis on the way that ...
Page 7
... possible to bear witness to this differend. We are brought up against an aporia in such a way as to disarm us, to shake confidence in a rational solution. Yet the disabling experience of the differend provides the impetus to the ...
... possible to bear witness to this differend. We are brought up against an aporia in such a way as to disarm us, to shake confidence in a rational solution. Yet the disabling experience of the differend provides the impetus to the ...
Page 8
... possible if something remains to be determined. One can strive to determine this something by setting up a system, a theory, a programme or a project – and indeed one has to, all the while anticipating that something. One can also ...
... possible if something remains to be determined. One can strive to determine this something by setting up a system, a theory, a programme or a project – and indeed one has to, all the while anticipating that something. One can also ...
Page 9
... None is uncritical of Lyotard but all share the belief that his work is of importance for anyone interested in asking philosophical questions about education today. The essays are arranged to offer a possible sequence of Introduction 9.
... None is uncritical of Lyotard but all share the belief that his work is of importance for anyone interested in asking philosophical questions about education today. The essays are arranged to offer a possible sequence of Introduction 9.
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