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
Results 1-5 of 30
Page vii
... linguistics, philosophy, and philosophy of education. Currently she is Assistant Professor in the Department of Educational Policy Studies at the University of Illinois, Urbana-Champaign, and editor of the Journal of Aesthetic Education ...
... linguistics, philosophy, and philosophy of education. Currently she is Assistant Professor in the Department of Educational Policy Studies at the University of Illinois, Urbana-Champaign, and editor of the Journal of Aesthetic Education ...
Page 6
... linguistic practice, nevertheless, there is a unifying element. He draws this out by turning to the Kant of the third Critique and also the political writings. He evokes the reflective judgment of Kant's aesthetics, the search for a law ...
... linguistic practice, nevertheless, there is a unifying element. He draws this out by turning to the Kant of the third Critique and also the political writings. He evokes the reflective judgment of Kant's aesthetics, the search for a law ...
Page 12
... linguistic interaction. The resistant potential of communicative interaction, which appeals directly to the conscious assent of the individual, resides in the co-presence in any utterance of tacit assumptions of normative, affective ...
... linguistic interaction. The resistant potential of communicative interaction, which appeals directly to the conscious assent of the individual, resides in the co-presence in any utterance of tacit assumptions of normative, affective ...
Page 18
... linguistics that must be recognized. Here difference is most centrally in the relationship between the signifier and the signified. This openness of language then helps explain what is always an openness: in the unpresentable, in a “non ...
... linguistics that must be recognized. Here difference is most centrally in the relationship between the signifier and the signified. This openness of language then helps explain what is always an openness: in the unpresentable, in a “non ...
Page 27
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Other editions - View all
Common terms and phrases
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