"Performative", "Performativity" and the Culture of Performance: Knowledge Management in the New Economy (Part 1)

Autor/in	Peters, Michael A.
Titel	"Performative", "Performativity" and the Culture of Performance: Knowledge Management in the New Economy (Part 1)
Quelle	In: Management in Education, 18 (2004) 1, S.35-38 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/08920206040180010701
Schlagwörter	Stellungnahme; Knowledge Management; Postmodernism; Higher Education; Global Approach + Suchen Sie Ihr Suchwort? Wissensmanagement; Postmoderne; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken
Abstract	It is one of the uninvestigated central ironies of the new critical science driven by French theory that one of its major sources of theoretical inspiration is British analytic philosophy and especially the "linguistic" philosophy of J. L. Austin and Ludwig Wittgenstein. Both Lyotard (1984) and Foucault (1978), for example, use and adapt Wittgenstein's conception of "language games" to describe the fragmentary nature of the social bond, the crisis of legitimation of scientific knowledge in the postmodern condition and the strategic and political nature of "games of truth". Derrida and Lyotard, though for different purposes, draw explicitly on Austin's (1954) notion of the performative first formulated in "How to Do Things with Words." Lyotard (1984) appropriates Wittgenstein's philosophy of language games as a basis for his analysis of the problem of the legitimation of knowledge and education in the postmodern condition and draws on Austin to formulate and predict a new culture of performativity for higher education. This article explicates the theoretical sources of the performative in Austin and performativity in Lyotard, before making some more general remarks on performance culture and its place in management theory. The author argues that educationalists need to theorise the term performance, to recognise its conceptual homes and its inter-sectoral linkages across disciplines and across the public service, if they are to properly locate the term and to understand its historical significance for framing the present. (Contains 4 endnotes) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10