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 11
... concept of the differend. Burbules is particularly interested in the use that Lyotard makes of Wittgenstein's idea ... concepts of language game and form of life. Questions concerning the heterogeneity of language games and the ...
... concept of the differend. Burbules is particularly interested in the use that Lyotard makes of Wittgenstein's idea ... concepts of language game and form of life. Questions concerning the heterogeneity of language games and the ...
Page 15
... concepts are placed under the regimes of reason, in favor of one that is relational. Feeling is tied to the cognitive ... concept could be sufficient to the presentation, and no intelligible language render it adequately (Lyotard 1994 ...
... concepts are placed under the regimes of reason, in favor of one that is relational. Feeling is tied to the cognitive ... concept could be sufficient to the presentation, and no intelligible language render it adequately (Lyotard 1994 ...
Page 21
... concept of a philosophy of education runs counter to this work, which is rather a style of thinking that seeps into others and opens them up to new possibilities. This requires a refusal to be guided by reference to any transcendent ...
... concept of a philosophy of education runs counter to this work, which is rather a style of thinking that seeps into others and opens them up to new possibilities. This requires a refusal to be guided by reference to any transcendent ...
Page 36
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Page 45
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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