This paper is a revised version of ‘Introduction: Lyotard, education and the postmodern condition’, to appear in Michael Peters (Ed.), Education and the Postmodern Condition, New York, Bergin and Garvey, 1995. The revised version was presented at the School of Education, Simon Fraser University, 7 December 1994. I would like to acknowledge the helpful comments of Bill Readings and James Marshall on an earlier version of this paper, and to thank Robin Barrow and colleagues for their constructive criticisms. Finally, I want to thank the editor, Richard Smith, and an anonymous referee of this Journal for a set of useful comments and editorial guidance.
Education and the Postmodern Condition: revisiting Jean-François Lyotard
Version of Record online: 30 MAY 2006
Journal of Philosophy of Education
Volume 29, Issue 3, pages 387–400, November 1995
How to Cite
PETERS, M. (1995), Education and the Postmodern Condition: revisiting Jean-François Lyotard. Journal of Philosophy of Education, 29: 387–400. doi: 10.1111/j.1467-9752.1995.tb00367.x
- Issue online: 30 MAY 2006
- Version of Record online: 30 MAY 2006
- Cited By
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.