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  1. Power/Knowledge: Selected Interviews and Other Writings, 1972-1977.Michel Foucault - 1980 - Vintage.
    Michel Foucault has become famous for a series of books that have permanently altered our understanding of many institutions of Western society. He analyzed mental institutions in the remarkable Madness and Civilization; hospitals in The Birth of the Clinic; prisons in Discipline and Punish; and schools and families in The History of Sexuality. But the general reader as well as the specialist is apt to miss the consistent purposes that lay behind these difficult individual studies, thus losing sight of the (...)
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  • The Anti-aesthetic: essays on postmodern culture.Hal Foster (ed.) - 1983 - Port Townsend, Wash.: Bay Press.
    In all the arts a war is being waged between modernists and postmodernists. Radicals have tended to side with the modernists against the forces of conservatism. Postmodern Culture is a break with this tendency. Its contributors propose a postmodernism of resistance - an aesthetic that rejects hierarchy and celebrates diversity. Ranging from architecture, sculpture and painting to music, photography and film, this collection is now recognised as a seminal text on the postmodernism debate.The essays are by Hal Foster, Jürgen Habermas, (...)
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  • Theories of Modernity and Postmodernity.Bryan S. Turner (ed.) - 1990 - Sage Publications.
    Encapsulating the recent debate on the concepts of modernity and postmodernity, this volume moves beyond speculative discussion to explore the idea of postmodernism at two levels. First, by relating the debate over postmodernity back to traditional social theory. And secondly, be demonstrating the application of postmodernity to the nature of modern societies and contemporary politics. Arguments over modernism and its aftermath are traced to their origins in art, literature, and architecture. The contributors then focus on the contribution of sociology to (...)
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  • The Order of Things.Michel Foucault - 1970 - Tavistock.
    Like the latter, it unites into one and the same function the possibility of giving things a sign, of representing one thing by another, and the possibility of causing a sign to shift in relation to what it designates. The four functions that define the ...
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  • "Discipline and Punish.Michel Foucault - 1975 - Vintage Books.
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  • Orientalism.Edward Said - 1978 - Vintage.
    A provocative critique of Western attitudes about the Orient, this history examines the ways in which the West has discovered, invented, and sought to control the East from the 1700s to the present.
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  • Liberal philosophy of education: A paradigm under strain.Ruth Jonathan - 1995 - Journal of Philosophy of Education 29 (1):93–107.
    This paper suggests that liberal philosophy of education, which shares the implicit commitments of modern neutralist liberalism, also exhibits that political philosophy's theoretical inadequacies and inability to guide practice. It argues that neither theoretical perspective can redeem its claims to equally respect the demands of liberty and equity, when those claims rely only on arguments of procedural value. Consequent implications, for both educational theory and educational aims, are discussed.
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  • The Post-Modern Condition: A Report on Knowledge.J. F. Lyotard - 1985 - Australasian Journal of Philosophy 63:520.
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  • Postmodernism and the education of the whole person.Paul Standish - 1995 - Journal of Philosophy of Education 29 (1):121–135.
    In some recent discussions the implications of postmodernism for education have been wrongly conceived. An alternative approach is offered and this is used as a means for challenging any grand design in the provision of schooling and in the conception of education. Through this, ideas of the whole person implicit in much educational theory and practice (including personal and social education) are questioned. With some reference to the work of Stanley Cavell an attempt is made to show the sort of (...)
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  • Education and the educational project I: The atmosphere of post-modernism.Paul Smeyers - 1995 - Journal of Philosophy of Education 29 (1):109–119.
    The paper deals with the way postmodernism has been discussed within philosophy of education and argued for by some authors within this context, and with what this kind of postmodernism can offer to education and to philosophy of education. Particular attention is paid to one of the basic presuppositions, namely the requirement to break with the cultural heritage and look for radical alternatives. A second paper will develop a different view of human action, following the later Wittgenstein, and draw on (...)
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  • Habitus and body language: Towards a critical theory of symbolic power.Kevin Olson - 1995 - Philosophy and Social Criticism 21 (2):23-49.
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  • Foucault and education: disciplines and knowledge.Stephen J. Ball (ed.) - 1990 - New York: Routledge.
    1 Introducing Monsieur Foucault Stephen J. Ball Michel Foucault is an enigma, a massively influential intellectual who steadfastly refused to align himself ...
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  • Habermas and modernity.Richard J. Bernstein (ed.) - 1985 - Cambridge: MIT Press.
    All of these essays focus on the concept of modernity in the philosophical work of Jurgen Habermas - an ambitious and carefully argued intellectual project that invites, indeed demands, rigorous scrutiny. Following an introductory overview of Habermas's work by Richard Bernstein, Albrecht Wellmer's essay places the philosopher within the tradition of Hegel, Marx, Weber, and Critical Theory. Martin Jay discusses Habermas's views on art and aesthetics, and Joel Whitebook examines his interpretations of Freud and psychoanalysis, Anthony Giddens offers a critical (...)
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  • Education and democracy: Confronting the postmodernist challenge.Wilfred Carr - 1995 - Journal of Philosophy of Education 29 (1):75–92.
    This paper takes seriously the claim that postmodernism has seriously undermined our‘modern’ understanding of what the role of education in a democratic society should be. It therefore seeks to reinterpret this role in a way that confronts the challenge that postmodernism has posed. In order to do this the paper clarifies how postmodernism has now discredited the‘modern’ assumptions on which our view of the relationship between education and democracy has been erected. Drawing on the philosophy of John Dewey, it then (...)
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  • The democracy we need: Situation, post-foundationalism and enlightenment.Nigel Blake - 1996 - Journal of Philosophy of Education 30 (2):215–238.
    Postmodernism precludes philosophical justifications for democracy. This undermines the role of philosophy of education and leaves us with weaker reasons for educational democracy than we need. If the ‘postmodern challenge’ is as Wilfred Carr conceives it, Jürgen Habermas meets that challenge. His work rests on neither Enlightenment essentialism nor foundationalism. Habermas can accept and explain that consciousness is historically and socially situated in discourse, yet still argue to the possibility of emancipation. I defend his conception of rationality from charges of (...)
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  • Habermas and Modernity.Joaquin Zuniga - 1989 - Noûs 23 (2):272-274.
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  • The Cultural Contradictions of Capitalism.Monroe C. Beardsley - 1976 - Journal of Aesthetics and Art Criticism 35 (2):229-231.
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