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 13
... fact that much that seems permanent in human affairs is historically recent and perhaps transitory. The force of the argument here leads to an emphasis on the imagination in education, and in this the development of the literary ...
... fact that much that seems permanent in human affairs is historically recent and perhaps transitory. The force of the argument here leads to an emphasis on the imagination in education, and in this the development of the literary ...
Page 14
... 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 discourse. Thus, the ethical problem for postmodernity is how to ...
... 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 discourse. Thus, the ethical problem for postmodernity is how to ...
Page 16
... facts”, about child development or intelligence or reading ages, perhaps. In contrast, the Lyotardian account emphasizes the irrevocable heteronomy to which the child is subjected: to being touched as a body before it is aware, to being ...
... facts”, about child development or intelligence or reading ages, perhaps. In contrast, the Lyotardian account emphasizes the irrevocable heteronomy to which the child is subjected: to being touched as a body before it is aware, to being ...
Page 37
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Page 39
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