Abstract
This paper argues the Lyotard's The Postmodern Condition is to be interpreted as a response to nihilism, especially in relation to the question of the legitimation of knowledge and the so-called crisis of narratives, and that, therefore, it provides an appropriate response to the question of nihilism in educational philosophy. The paper begins with a discussion of Nietzsche's and Heidegger's views of nihilism as a prolegomenon to Lyotard's views concerning European nihilism and the end of grand narratives. These are important sources for a philosophical reception of the problem and the context in which Lyotard formulates his response and the immediate sources against that conditions Lyotard's response. The problem of nihilism raises its head in education in a double way: in relation to both the foundation of knowledge and the problem of its legitimation (The Postmodern Condition) and the problem of values (The Differend).
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Acknowledgement
The second part of this paper was presented as “Jean-François Lyotard: From Language-Games to The Differend” at PES, 1996, a version of which appears in Wittgenstein: Philosophy, Postmodernism, Pedagogy (with James Marshall), Westport, CT, Bergin & Garvey, 1999.
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Peters, M.A. Lyotard, nihilism and education. Stud Philos Educ 25, 303–314 (2006). https://doi.org/10.1007/s11217-006-9004-4
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DOI: https://doi.org/10.1007/s11217-006-9004-4