Studies in Philosophy and Education 25 (4):273-278 (2006)

Abstract
This paper explores the question of the purpose of education within the context of Lyotardȁ9s framing of the postmodern condition. It points to some of the continuities and discontinuities in the framing of the current condition as postmodern and the recurrent problematics of truth-telling which is the mark of this condition. It suggests that educationally the postmodern condition is marked by lifelong learning, a constant apprenticeship rather than mastery, where in language stutters.
Keywords Postmodern  Performativity  Lifelong learning  Apprenticeship  Continuity  Discontinuity  Truth-telling
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DOI 10.1007/s11217-006-9001-7
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References found in this work BETA

The Post-Modern Condition: A Report on Knowledge.J. F. Lyotard - 1985 - Australasian Journal of Philosophy 63:520.
Modernity and Ambivalence.Z. Bauman - 1990 - Theory, Culture and Society 7 (2-3):143-169.

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Citations of this work BETA

Lyotard’s Pedagogies of Affect in Les Immatériaux.Kirsten Locke - 2017 - Educational Philosophy and Theory 49 (13):1277-1285.
Reflecting Reflective Practice.Simone Galea - 2012 - Educational Philosophy and Theory 44 (3):245-258.
A Figural Education with Lyotard.Derek R. Ford - 2015 - Studies in Philosophy and Education 34 (1):89-100.

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