A Figural Education with Lyotard

Autor/in	Ford, Derek R.
Titel	A Figural Education with Lyotard
Quelle	In: Studies in Philosophy and Education, 34 (2015) 1, S.89-100 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-014-9428-1
Schlagwörter	Educational Philosophy; Correlation; Knowledge Level; Educational Attitudes; Educational Practices; Criticism + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Korrelation; Wissensbasis; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungspraxis; Kritik
Abstract	While there was a flurry of articles throughout the 1990s in philosophy of education on Lyotard, there are still several key concepts in his "oeuvre" that have import for but remain largely underdeveloped or absent in the field. One of the most interesting of these absent concepts is Lyotard's notion of the figural. In this paper, I take the figural as an educational problematic and ask what new educational insights it can generate in regard to the existing literature. As such, this article begins with a survey and synthesis of educational literature on Lyotard and the primary work on which most of it is based, exploring the relationship between knowledge, performativity, the differend, and "the system." I then examine conceptions of education oriented toward defending the differend and disrupting the system and claim that, while helpful, these conceptions are limited in that they do not mention how educators and students might engage the alterity that the system seeks to repress. I believe that it is here that Lyotard's notion of the figural can be productively engaged. The next section of the paper performs a partial and educationally partisan reading of "Discourse, Figure". After this reading I move to formulate a figural education, which is composed of three educational processes and modes of engagement: reading, seeing, and blindness. A figural education, I argue, holds each of these practices in an uncertain and unsettling relation and, in so doing, can help educators defend the figural and the differend against the discursive demands of the system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01