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 6
... calls the differend. The chapters in this volume offer various readings of these ideas and their importance. Let us trace here their main contours. The differend and the sublime Whatever is said is not said in isolation. It depends for ...
... calls the differend. The chapters in this volume offer various readings of these ideas and their importance. Let us trace here their main contours. The differend and the sublime Whatever is said is not said in isolation. It depends for ...
Page 7
... calls upon, and calls for, what is not yet thought. Of the pain and pleasure of this, Lyotard writes: In the differend, something “asks” to be put into phrases, Introduction 7.
... calls upon, and calls for, what is not yet thought. Of the pain and pleasure of this, Lyotard writes: In the differend, something “asks” to be put into phrases, Introduction 7.
Page 8
... call thought must be disarmed. There is a tradition and an institution of philosophy, of painting, of politics, of literature. These “disciplines” also have a future in the form of Schools, of programmes, projects and “trends”. Thought ...
... call thought must be disarmed. There is a tradition and an institution of philosophy, of painting, of politics, of literature. These “disciplines” also have a future in the form of Schools, of programmes, projects and “trends”. Thought ...
Page 12
... calls to consensus is, by the same token, Blake suggests, an evasion of rational discussion. By contrast, nothing is more protective of the possibility and the rights of dissent than commitment to ideals of undistorted communicative ...
... calls to consensus is, by the same token, Blake suggests, an evasion of rational discussion. By contrast, nothing is more protective of the possibility and the rights of dissent than commitment to ideals of undistorted communicative ...
Page 15
... calls the “passageway” to intersubjectivity, in a kind of universal empathy. In a line of argument that parallels those adopted by Fritzman and Nuyen, this chapter shows how any education properly sensitive to conditions of ...
... calls the “passageway” to intersubjectivity, in a kind of universal empathy. In a line of argument that parallels those adopted by Fritzman and Nuyen, this chapter shows how any education properly sensitive to conditions of ...
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activity aesthetic allow appears argues argument attempt bear witness Beauty become calls capitalism claim concept concern consensus constitute course critical critical pedagogy cultural demands desire differend discourse economic effects ethical event example exist fact feeling genre give given Habermas human ibid idea imagination important institutions intensity interest judgment justice kind knowledge language games legitimation linguistic live Lyotard Marxism means moral move narrative nature never object particular pedagogy performativity perhaps person philosophy phrase playing political position possible postmodern Postmodern Condition practice present problem provides question radical reading reason recognize reference relation remains representation requires resistance respect response rules seems sense social society speak structure sublime suggests teaching theory thing thought turn understanding University writing wrong