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 6
... 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 special emphasis on the significance of the sublime ...
... 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 special emphasis on the significance of the sublime ...
Page 7
... requires a refusal to assume that there is always a right way of incorporating a phrase and pursuing a dialogue: To give the differend its due is to institute new addressees, new addressors, new significations, and new referents in ...
... requires a refusal to assume that there is always a right way of incorporating a phrase and pursuing a dialogue: To give the differend its due is to institute new addressees, new addressors, new significations, and new referents in ...
Page 9
... requires us to recognize this. Loss and hope What have we lost? What can we hope for? Lyotard's death is an ending, but with regard to endings and beginnings there is a sense in which he challenges our accustomed (philosophical) ...
... requires us to recognize this. Loss and hope What have we lost? What can we hope for? Lyotard's death is an ending, but with regard to endings and beginnings there is a sense in which he challenges our accustomed (philosophical) ...
Page 14
... requires once again a consideration of the rule-governed activities that structure our institutions and practices, not least our practices in education. Lyotard's approach to the problem is initially laid alongside that 14 Pradeep A ...
... requires once again a consideration of the rule-governed activities that structure our institutions and practices, not least our practices in education. Lyotard's approach to the problem is initially laid alongside that 14 Pradeep A ...
Page 21
... requires a refusal to be guided by reference to any transcendent idea – of the human subject or of inter-subjectivity, for example – or to be led by any teleology, in favor of a practice that seeks to multiply discourses and open them ...
... requires a refusal to be guided by reference to any transcendent idea – of the human subject or of inter-subjectivity, for example – or to be led by any teleology, in favor of a practice that seeks to multiply discourses and open them ...
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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