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 ix
... Wrong: Moral Education in the Balance (Trentham, 1997), co-edited with Paul Standish, and Thinking Again: Education after Postmodernism (Bergin and Garvey, 1998) co-authored with Blake, Smeyers, and Standish. Paul Standish is Senior ...
... Wrong: Moral Education in the Balance (Trentham, 1997), co-edited with Paul Standish, and Thinking Again: Education after Postmodernism (Bergin and Garvey, 1998) co-authored with Blake, Smeyers, and Standish. Paul Standish is Senior ...
Page 7
... wrong to find an expression and for the plaintiff to cease being a victim. This requires new rules for the formation and linking of phrases. No one doubts that language is capable of admitting these new phrase families or new genres of ...
... wrong to find an expression and for the plaintiff to cease being a victim. This requires new rules for the formation and linking of phrases. No one doubts that language is capable of admitting these new phrase families or new genres of ...
Page 8
... wrong of not being able to be put into phrases right away. This is when the human beings who thought they could use language as an instrument of communication learn through the feeling of pain which accompanies silence (and of pleasure ...
... wrong of not being able to be put into phrases right away. This is when the human beings who thought they could use language as an instrument of communication learn through the feeling of pain which accompanies silence (and of pleasure ...
Page 14
... wrong of this kind arises in the first place by virtue of the fact that the victim's rules of discourse are not valid, or not recognized, within the totalizing discourse: the victim's case is unpresentable within the dominating ...
... wrong of this kind arises in the first place by virtue of the fact that the victim's rules of discourse are not valid, or not recognized, within the totalizing discourse: the victim's case is unpresentable within the dominating ...
Page 20
... wrong position is simply negated, nor a promise of a pure land that escapes the mistakes and evil of past ones. In contrast to any politics associated with a set of pure goals, the active passivity of Lyotard's apedagogy, as Williams ...
... wrong position is simply negated, nor a promise of a pure land that escapes the mistakes and evil of past ones. In contrast to any politics associated with a set of pure goals, the active passivity of Lyotard's apedagogy, as Williams ...
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