This book gives an introduction to Jean-François Lyotard (19241998) as an educational thinker whose philosophical encounters with politics and art offer a radical reconsideration of the aims of education and the nature of pedagogy. The book approaches Jean-François Lyotard's contributions to educational thought by placing his changing intellectual career within its thematic and pedagogical context. Central chapters deal with Lyotard's key concepts utilised throughout different phases of his intellectual career, providing new openings and perspectives to an affective form of pedagogy that questions the conditions and perimeters of the educational endeavour as a learning and teaching event. Within these discussions, Lyotard's ideas about aesthetics and politics receive close attention. The book positions Lyotard's pedagogical focus within key theoretical concepts traversed in his political and aesthetic writings, exploring his work on the political as an ethical activity, art as resistance, and his later work on childhood and infancy as a state of openness and receptivity.

Explains in a concise way the complex and complicated skein of Lyotard's thought in relation to education Adds a new dimension to the familiar picture of his work as a philosopher of the 'postmodern' Explores Lyotard's relevancy to today's educational context

Autorentext

Dr Kirsten Locke is Lecturer in philosophy of education in the Faculty of Education and Social Work in the School of Critical Studies in Education at the University of Auckland, New Zealand. She has published in international journals on Jean-François Lyotard, education, and philosophy of education. Her research interests explore the areas of gender, feminist theories, theories of affect and aesthetics and their relation to the aims and purposes of education.

Klappentext

This book gives an introduction to Jean-François Lyotard (1924-1998) as an educational thinker whose philosophical encounters with politics and art offer a radical reconsideration of the aims of education and the nature of pedagogy. The book approaches Jean-François Lyotard's contributions to educational thought by placing his changing intellectual career within its thematic and pedagogical context. Central chapters deal with Lyotard's key concepts utilised throughout different phases of his intellectual career, providing new openings and perspectives to an affective form of pedagogy that questions the conditions and perimeters of the educational endeavour as a learning and teaching event. Within these discussions, Lyotard's ideas about aesthetics and politics receive close attention. The book positions Lyotard's pedagogical focus within key theoretical concepts traversed in his political and aesthetic writings, exploring his work on the political as an ethical activity, art as resistance, and his later work on childhood and infancy as a state of openness and receptivity.

Inhalt
Chapter 1. The Professor as Pedagogue.- Chapter 2. Pedagogies of Affect with Lyotard's Freud.- Chapter 3. Infancy and Childhood in Education: Lyotard's Pedagogies of the Possible.- Chapter 4. Lyotard's Musical Pedagogy: Listening for the Inaudible Gesture in Education.- Chapter 5. Mattering Lyotard: From the Postmodern to the Sublime as the Condition of Education.