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 1
... questions of language and justice, and for its perception of the affinity between questions of education and philosophy itself. His work throws light on numerous matters of critical importance for education: on its aims, legitimation ...
... questions of language and justice, and for its perception of the affinity between questions of education and philosophy itself. His work throws light on numerous matters of critical importance for education: on its aims, legitimation ...
Page 2
... questions are raised. If Max Weber told us a story of how we moved from traditional societies to ones that are rule ... question of the kinds of freedom that are still possible dominates and defeats contemporary thinking. The Postmodern ...
... questions are raised. If Max Weber told us a story of how we moved from traditional societies to ones that are rule ... question of the kinds of freedom that are still possible dominates and defeats contemporary thinking. The Postmodern ...
Page 5
... questions that have relevance for education in diverse ways, but there is a sense in which it is especially important for higher education, and this notwithstanding his interest in childhood. This is to be seen most clearly in his ...
... questions that have relevance for education in diverse ways, but there is a sense in which it is especially important for higher education, and this notwithstanding his interest in childhood. This is to be seen most clearly in his ...
Page 8
... question-mark. What all intellectual disciplines and institutions presuppose is that not everything has been said, written down or recorded, that words already heard or pronounced are not the last words. (Lyotard 1991d: 90–1) It may be ...
... question-mark. What all intellectual disciplines and institutions presuppose is that not everything has been said, written down or recorded, that words already heard or pronounced are not the last words. (Lyotard 1991d: 90–1) It may be ...
Page 11
... question of hostility to consensus and understanding. Burbules' own view is that Lyotard's use of Wittgenstein opens ... Questions concerning the heterogeneity of language games and the possibility of communication figure also in Nigel ...
... question of hostility to consensus and understanding. Burbules' own view is that Lyotard's use of Wittgenstein opens ... Questions concerning the heterogeneity of language games and the possibility of communication figure also in Nigel ...
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