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 ix
... Teachers College Record, Studies in Philosophy and Education, Journal of Curriculum Studies, Journal of Curriculum Theorizing, and Theory and Research in Social Education. She is editor of The Education Feminism Reader (Routledge, 1994) ...
... Teachers College Record, Studies in Philosophy and Education, Journal of Curriculum Studies, Journal of Curriculum Theorizing, and Theory and Research in Social Education. She is editor of The Education Feminism Reader (Routledge, 1994) ...
Page 9
... teacher, Maurice Merleau-Ponty. Loss, the sense of an ending, so readily becomes melancholic longing or nostalgia, with all the burdens this has placed on philosophy and politics. The hope that a beginning often brings becomes ...
... teacher, Maurice Merleau-Ponty. Loss, the sense of an ending, so readily becomes melancholic longing or nostalgia, with all the burdens this has placed on philosophy and politics. The hope that a beginning often brings becomes ...
Page 12
... teaching in universities and their appropriate conduct and organization. Much of the importance of The Postmodern Condition, Blake argues, derives from its recognition of the ways in which these problems turn on the nature and ...
... teaching in universities and their appropriate conduct and organization. Much of the importance of The Postmodern Condition, Blake argues, derives from its recognition of the ways in which these problems turn on the nature and ...
Page 15
... teacher and taught, let alone to open the experience to the kind of uncertainty that would allow spontaneity, invention, and an element of risk. All come under the surveillance of quality control, with its uncompromising requirement ...
... teacher and taught, let alone to open the experience to the kind of uncertainty that would allow spontaneity, invention, and an element of risk. All come under the surveillance of quality control, with its uncompromising requirement ...
Page 17
... teachers to share something, both of their perplexity at the bogus analysis and prescription that educational theory and policy often provide, and of their frustration at the ineffable and intractable aspects of their responsibility ...
... teachers to share something, both of their perplexity at the bogus analysis and prescription that educational theory and policy often provide, and of their frustration at the ineffable and intractable aspects of their responsibility ...
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