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. |
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Page 2
... structural relations. These relations, it is true, are no longer under the regulation of a given set of principles. They lie rather within fractured contexts and demand a focus on the fault-lines along which such fracturing has taken ...
... structural relations. These relations, it is true, are no longer under the regulation of a given set of principles. They lie rather within fractured contexts and demand a focus on the fault-lines along which such fracturing has taken ...
Page 14
... rule-governed activities that structure our institutions and practices, not least our practices in education. Lyotard's approach to the problem is initially laid alongside that 14 Pradeep A. Dhillon and Paul Standish.
... rule-governed activities that structure our institutions and practices, not least our practices in education. Lyotard's approach to the problem is initially laid alongside that 14 Pradeep A. Dhillon and Paul Standish.
Page 20
... structures in place. It is also, however, an attempt to introduce fissures and cracks into those structures by multiplying them in a 20 Pradeep A. Dhillon and Paul Standish.
... structures in place. It is also, however, an attempt to introduce fissures and cracks into those structures by multiplying them in a 20 Pradeep A. Dhillon and Paul Standish.
Page 21
... structures of our societies. The final chapter, “Pointlessness and the university of beauty” by Gordon C. F. Bearn, returns with full force to the problem of performativity and, like Williams' account, seeks something beyond the kinds ...
... structures of our societies. The final chapter, “Pointlessness and the university of beauty” by Gordon C. F. Bearn, returns with full force to the problem of performativity and, like Williams' account, seeks something beyond the kinds ...
Page 29
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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