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
... give the differend its due is to institute new addressees, new addressors, new significations, and new referents in order for the wrong to find an expression and for the plaintiff to cease being a victim. This requires new rules for the ...
... give the differend its due is to institute new addressees, new addressors, new significations, and new referents in order for the wrong to find an expression and for the plaintiff to cease being a victim. This requires new rules for the ...
Page 8
... gives to the activity of the mind that has judgment and exercises it), this agitation is only possible if something remains to be determined. One can strive to determine this something by setting up a system, a theory, a programme or a ...
... gives to the activity of the mind that has judgment and exercises it), this agitation is only possible if something remains to be determined. One can strive to determine this something by setting up a system, a theory, a programme or a ...
Page 9
... give up these totalities, though not the critical impulse that he finds in them (however much he may sometimes laugh at “critique”). And neither should we commit ourselves to mourning. We should resist the human nostalgia for presence ...
... give up these totalities, though not the critical impulse that he finds in them (however much he may sometimes laugh at “critique”). And neither should we commit ourselves to mourning. We should resist the human nostalgia for presence ...
Page 14
... gives us lessons in moral pragmatics, and shows us how to answer the normative question, “Why should I be moral?” Lyotard provides numerous examples of injustice in his writings, and his purpose is clear: he wants to stress the ...
... gives us lessons in moral pragmatics, and shows us how to answer the normative question, “Why should I be moral?” Lyotard provides numerous examples of injustice in his writings, and his purpose is clear: he wants to stress the ...
Page 15
... gives us here moves away from that of the autonomous rational self, where concepts are placed under the regimes of reason, in favor of one that is relational. Feeling is tied to the cognitive, and the play of the imagination becomes ...
... gives us here moves away from that of the autonomous rational self, where concepts are placed under the regimes of reason, in favor of one that is relational. Feeling is tied to the cognitive, and the play of the imagination becomes ...
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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