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
... reason and that does not permitjudgement through a consensus on criteria: a desire writ large under conditions of globalization. It is for this reason that the question of the kinds of freedom that are still possible dominates and ...
... reason and that does not permitjudgement through a consensus on criteria: a desire writ large under conditions of globalization. It is for this reason that the question of the kinds of freedom that are still possible dominates and ...
Page 3
... reason it programs itself like a computer is the optimization of the global relationship between input and output: performativity” (ibid.). And this term aptly connotes thejargon of efficiency and effectiveness, quality assurance and ...
... reason it programs itself like a computer is the optimization of the global relationship between input and output: performativity” (ibid.). And this term aptly connotes thejargon of efficiency and effectiveness, quality assurance and ...
Page 6
... reason, of hope that can be felt. It is thus that he avoids an easy optimism – from what has gone before – without succumbing to pessimism or nihilism. It is by way of Wittgenstein and Kant that hope is restored. Declining “all ...
... reason, of hope that can be felt. It is thus that he avoids an easy optimism – from what has gone before – without succumbing to pessimism or nihilism. It is by way of Wittgenstein and Kant that hope is restored. Declining “all ...
Page 15
... reason, in favor of one that is relational. Feeling is tied to the cognitive, and the play of the imagination becomes crucial to the accounts of the freedom of the will and the freedom of aesthetics. This linking of reason and the ...
... reason, in favor of one that is relational. Feeling is tied to the cognitive, and the play of the imagination becomes crucial to the accounts of the freedom of the will and the freedom of aesthetics. This linking of reason and the ...
Page 20
... reason such as humanity. The Lyotardian teacher could then be, on a soft view, the element within a curriculum that reminded us of the limits of our understanding, morality, and systems of calculation. On a hard view, this teacher would ...
... reason such as humanity. The Lyotardian teacher could then be, on a soft view, the element within a curriculum that reminded us of the limits of our understanding, morality, and systems of calculation. On a hard view, this teacher would ...
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