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
... presents a sustained critique of the analytical tradition, using analytical methods. Style no doubt has been a problem here: some have found Lyotard's work to be elusive and to lack clarity; sometimes, to an Anglophone ear especially ...
... presents a sustained critique of the analytical tradition, using analytical methods. Style no doubt has been a problem here: some have found Lyotard's work to be elusive and to lack clarity; sometimes, to an Anglophone ear especially ...
Page 4
... present system, for no matter what the particular name under which we might then sign up, it would be vulnerable to ... presents here shows 4 Pradeep A. Dhillon and Paul Standish.
... present system, for no matter what the particular name under which we might then sign up, it would be vulnerable to ... presents here shows 4 Pradeep A. Dhillon and Paul Standish.
Page 5
... present volume respond to Lyotard's thought across the range of his writings, and The Postmodern Condition is not central. Its prominence is indicative, however, of a more general point about his significance for education: Lyotard's ...
... present volume respond to Lyotard's thought across the range of his writings, and The Postmodern Condition is not central. Its prominence is indicative, however, of a more general point about his significance for education: Lyotard's ...
Page 12
... present in any one utterance. It is perhaps Lyotard's conception of utterances as incommensurable but therefore univocal that prevents him from seeing this. What is most potent in the politics of knowledge, and demonstrated here in part ...
... present in any one utterance. It is perhaps Lyotard's conception of utterances as incommensurable but therefore univocal that prevents him from seeing this. What is most potent in the politics of knowledge, and demonstrated here in part ...
Page 13
... present rules; and rules themselves may emerge in the making of a move, or be constituted in the moment of action. One of the dangers of performativity, however, is that any new moves that are made, anything that looks like becoming ...
... present rules; and rules themselves may emerge in the making of a move, or be constituted in the moment of action. One of the dangers of performativity, however, is that any new moves that are made, anything that looks like becoming ...
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