Lyotard’s earliest major work, available in English for the first time. Jean-François Lyotard is recognized as one of the most significant French philosophers of the twentieth century. Although nearly all of his major writing has been translated into English, one important work has until now been unavailable. Discourse, Figure is Lyotard’s thesis. Provoked in part by Lacan’s influential seminars in Paris, Discourse, Figure distinguishes between the meaningfulness of linguistic signs and the meaningfulness of plastic arts such as painting and sculpture. (...) Lyotard argues that because rational thought is discursive and works of art are inherently opaque signs, certain aspects of artistic meaning such as symbols and the pictorial richness of painting will always be beyond reason’s grasp. A wide-ranging and highly unusual work, Discourse, Figure proceeds from an attentive consideration of the phenomenology of experience to an ambitious meditation on the psychoanalytic account of the subject of experience, structured by the confrontation between phenomenology and psychoanalysis as contending frames within which to think the materialism of consciousness. In addition to prefiguring many of Lyotard’s later concerns, Discourse, Figure captures Lyotard’s passionate engagement with topics beyond phenomenology and psychoanalysis to structuralism, semiotics, poetry, art, and the philosophy of language. (shrink)

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 postmodernism and education.

This is an essential guide to an thinker. Frederic Jameson sees Lyotard as responding to a contemporary "crisis of representation" in the sciences -- a crisis which calls into question "an essentially realistic epistemology, which conceives of representation as the reproduction, for subjectivity, of an objectivity that lies outside it -- projects a mirror theory of knowledge and art, whose fundamental evaluative categories are those of adequacy, accuracy, and Truth itself.".

This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed. The intention behind this collection was to provide a sound introduction to the key positions of a number of French poststructuralist thinkers who are being (...) increasingly referred to, used as support, and even embraced by theorists in educational discourse. The editor and contributors to this volume are concerned that these thinkers have been misappropriated on occasions. That is why this volume concentrates on the historical and intellectual background of these philosophers. Each of the authors of the chapters in this collection deals with 'their' philosopher in the areas of: brief biographical details; key philosophical ideas; and the applications in, or implications of their work for education. (shrink)

This Volume contains seven works of Kant, newly translated and edited, with Introductions. What does it mean to orient oneself in thinking? 1786 (Allen Wood) On the miscarriage of all philosophical trials in theodicy. 1791 (George di Giovanni Religion within the boundaries of mere reason. 1793 (George di Giovanni) The end of all things. 1794 (Allen Wood) The conflict of the faculties. 1798 (Mary J. Gregor & Robert Anchor) Preface to Reinhold Bernhard Jackmann's examination of the Kantian Philosophy of Religion. (...) 1800 (Allen W. Wood) Lectures on the philosophical doctrines of religion (1817) (Allen W. Wood -/- . (shrink)

This paper re-examines Lyotard’s notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard’s discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard’s responses to his critics and his reappraisal of his own work.

This paper re-examines Lyotard's notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard's discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard's responses to his critics and his reappraisal of his own work.

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. (shrink)