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 3
... radical theory, as we see, for example, where unorthodox ideas can be presented in such a way as to enhance a university's research rating, or where new departures in design or practice can be marketed to relaunch a company and ...
... radical theory, as we see, for example, where unorthodox ideas can be presented in such a way as to enhance a university's research rating, or where new departures in design or practice can be marketed to relaunch a company and ...
Page 12
... radical incommensurability, for this suggests that they cannot be co-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 ...
... radical incommensurability, for this suggests that they cannot be co-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 ...
Page 13
... radical is tamed or contained. Lyotard's pessimism arises from the belief that new legislation, the establishment of an opposing regime, inevitably sets up new differends, and so new sources of injustice, and this results in a certain ...
... radical is tamed or contained. Lyotard's pessimism arises from the belief that new legislation, the establishment of an opposing regime, inevitably sets up new differends, and so new sources of injustice, and this results in a certain ...
Page 16
... radical irruption through which meaning comes into sight. Childhood cannot be captured in the terminology of educational theory, but its truth can manifest itself. A proper sensitivity to this does not so much enlighten, does not ...
... radical irruption through which meaning comes into sight. Childhood cannot be captured in the terminology of educational theory, but its truth can manifest itself. A proper sensitivity to this does not so much enlighten, does not ...
Page 18
... radical alterity – and Saussurean structuralist linguistics that must be recognized. Here difference is most centrally in the relationship between the signifier and the signified. This openness of language then helps explain what is ...
... radical alterity – and Saussurean structuralist linguistics that must be recognized. Here difference is most centrally in the relationship between the signifier and the signified. This openness of language then helps explain what is ...
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