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 49
Page 4
... perhaps not a very great exaggeration of the threat that educators find themselves under in some western liberal societies today (ibid.: 62–4). The force of the case that Lyotard presents here shows 4 Pradeep A. Dhillon and Paul Standish.
... perhaps not a very great exaggeration of the threat that educators find themselves under in some western liberal societies today (ibid.: 62–4). The force of the case that Lyotard presents here shows 4 Pradeep A. Dhillon and Paul Standish.
Page 6
... perhaps too easy turn to liberatory pedagogy. They require painstaking and patient work toward just education. What Lyotard offers as an alternative, in his later work especially, is an ethical turn toward aesthetics in judgment with a ...
... perhaps too easy turn to liberatory pedagogy. They require painstaking and patient work toward just education. What Lyotard offers as an alternative, in his later work especially, is an ethical turn toward aesthetics in judgment with a ...
Page 7
... perhaps, science to the extent that we must bear witness to differends by finding idioms for them. And for this there must be a prior acknowledgment of the differend, an acknowledgment precisely of this conflict. This requires a refusal ...
... perhaps, science to the extent that we must bear witness to differends by finding idioms for them. And for this there must be a prior acknowledgment of the differend, an acknowledgment precisely of this conflict. This requires a refusal ...
Page 10
... perhaps the most dominant reading of Lyotard at the time of writing, and the one that this Introduction has thus far foregrounded. It is then with a view to unsettling this that we turn in the final chapters toward the different lines ...
... perhaps the most dominant reading of Lyotard at the time of writing, and the one that this Introduction has thus far foregrounded. It is then with a view to unsettling this that we turn in the final chapters toward the different lines ...
Page 12
... perhaps Lyotard's conception of utterances as incommensurable but therefore univocal that prevents him from seeing this. What is most potent in the politics of knowledge, and demonstrated here in part through reference to art history ...
... perhaps Lyotard's conception of utterances as incommensurable but therefore univocal that prevents him from seeing this. What is most potent in the politics of knowledge, and demonstrated here in part through reference to art history ...
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