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 vii
... problems for Wittgenstein and Deleuzian problems for Derrida. He is currently following pointlessness and beauty into the manuscript of a book to be called Life Drawing: An Aesthetics Of Existence. Nigel Blake works at the Open ...
... problems for Wittgenstein and Deleuzian problems for Derrida. He is currently following pointlessness and beauty into the manuscript of a book to be called Life Drawing: An Aesthetics Of Existence. Nigel Blake works at the Open ...
Page 2
... problem here: some have found Lyotard's work to be elusive and to lack clarity; sometimes, to an Anglophone ear especially, his vocabulary has seemed sensational; sometimes, where ideas have been set spinning, the reader's presumption ...
... problem here: some have found Lyotard's work to be elusive and to lack clarity; sometimes, to an Anglophone ear especially, his vocabulary has seemed sensational; sometimes, where ideas have been set spinning, the reader's presumption ...
Page 5
... problems facing contemporary higher education, and telling evocation of the nature of performativity as it undoubtedly is, there are, we believe, more rewarding texts to address. (Lyotard himself, it should be noted, did not see this ...
... problems facing contemporary higher education, and telling evocation of the nature of performativity as it undoubtedly is, there are, we believe, more rewarding texts to address. (Lyotard himself, it should be noted, did not see this ...
Page 10
... problems regarding Lyotard's work: his appropriation of Wittgenstein's ideas, his opposition to Jürgen Habermas, his relation to capitalism. This leads, in Chapter 5, into a discussion of moral education and the development of the ...
... problems regarding Lyotard's work: his appropriation of Wittgenstein's ideas, his opposition to Jürgen Habermas, his relation to capitalism. This leads, in Chapter 5, into a discussion of moral education and the development of the ...
Page 11
... problems that can arise from Lyotard's account can be revealed and avoided by attention to the relationship in Wittgenstein's thought between the concepts of language game and form of life. Questions concerning the heterogeneity of ...
... problems that can arise from Lyotard's account can be revealed and avoided by attention to the relationship in Wittgenstein's thought between the concepts of language game and form of life. Questions concerning the heterogeneity of ...
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