Radicalising Philosophy of Education--The Case of Jean-Francois Lyotard

Autor/in	Irwin, Jones
Titel	Radicalising Philosophy of Education--The Case of Jean-Francois Lyotard
Quelle	In: Educational Philosophy and Theory, 50 (2018) 6-7, S.692-701 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2017.1374845
Schlagwörter	Educational Philosophy; Postmodernism; Criticism; Universities; Foreign Countries; Western Civilization; Educational Attitudes; Teaching Methods; Political Attitudes; Politics of Education; France + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Postmoderne; Kritik; University; Universität; Ausland; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Political attitude; Politische Einstellung; Educational policy; Bildungspolitik; Frankreich
Abstract	The origins of philosophy of education as a discipline are relatively late, and can be traced in the Anglo-American academic world from the 1960s and a specific emphasis on conceptual problems deriving from the analytical tradition of philosophy. In more recent years, however, there has been a notable 'Continentalist' turn in the discipline, leading to a re-evaluation of key texts and philosophers from the French and German traditions and their relation to the discourse of education. One paradigmatic example here is the work of the French postmodernist thinker Jean-Francois Lyotard. In this essay, I explore how Lyotard's powerful critique of education in his early work, especially with regard to his influence on the May '68 events at Nanterre University, can be seen as crucially important, now again, to a current crisis in educational philosophy in the Western world. Moreover, Lyotard's post-'68 work, with his paradigmatic "The Postmodern Condition: A Report on Knowledge" as especially important, can be seen as providing a very challenging riposte to both 'managerialist' and instrumentalist philosophies on the one side but also to overly simplistic 'liberatory' educational critiques on the other side. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01