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 7
... thing is inexpressible, and the extravagant boasts of affection made by her evil sisters. The play makes it possible to bear witness to this differend. We are brought up against an aporia in such a way as to disarm us, to shake ...
... thing is inexpressible, and the extravagant boasts of affection made by her evil sisters. The play makes it possible to bear witness to this differend. We are brought up against an aporia in such a way as to disarm us, to shake ...
Page 16
... in terms of event is something to which philosophy of education should address itself, hence counteracting among other things that compulsion to classify and measure, to categorize and 16 Pradeep A. Dhillon and Paul Standish.
... in terms of event is something to which philosophy of education should address itself, hence counteracting among other things that compulsion to classify and measure, to categorize and 16 Pradeep A. Dhillon and Paul Standish.
Page 17
Just Education Pradeep Dhillon, Paul Standish. things that compulsion to classify and measure, to categorize and pigeonhole childhood. The kind of story that could then be told would perhaps open up possibilities for teachers to share ...
Just Education Pradeep Dhillon, Paul Standish. things that compulsion to classify and measure, to categorize and pigeonhole childhood. The kind of story that could then be told would perhaps open up possibilities for teachers to share ...
Page 26
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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