Lyotard's Paralogy and Rorty's Pluralism: Their Differences and Pedagogical Implications

Fritzman, J. M.

doi:10.1111/j.1741-5446.1990.00371.x

Cited by 13 publications

(5 citation statements)

References 5 publications

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“…A similar position is argued by Fritzman (1990). Also following Lyotard he makes the point that consensus is only a particular state of the discussion; its end, on the contrary, is paralogy, i.e.…”

Section: Postmodernism and The Crisis Of The Schoolmentioning

confidence: 75%

Education and the Educational Project I: the atmosphere of post-modernism

Smeyers¹

1995

J Philosophy of Education

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The paper deals with the way postmodernism has been discussed within philosophy of education and argued for by some authors within this context, and with what this kind of postmodernism can offer to education and to philosophy of education. Particular attention is paid to one of the basic presuppositions, namely the requirement to break with the cultural heritage and look for radical alternatives. A second paper will develop a different view of human action, following the later Wittgenstein, and draw on Frankfurt !s ideas on 'the importance of what we care about' to revitalise the conception of the educational project.

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Section: Postmodernism and The Crisis Of The Schoolmentioning

confidence: 75%

Education and the Educational Project I: the atmosphere of post-modernism

Smeyers¹

1995

J Philosophy of Education

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“…The approach from feminist pedagogy is expressed in Nicholson (1989), Lather (1991), Gore (1993), McLaren and Hammer (1989), and some contributions in Giroux (1991). More philosophically (or more concerned with general issues) are Burbules and Rice (1991), Kiziltan, Bain and Cafiizares (1990), Fritzman (1990) and Beck (1994). In the field of curriculum theory, postmodernism plays a central role in Cherryholmes (1988) and Doll (1993).…”

Section: The Politics Of Postmodernismmentioning

confidence: 98%

Postmodernism and the repoliticization of education

Biesta

1995

Interchange

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Postmodernism seriously questions the possibility of the modern project of education, because postmodern relativism seems to undermine the very possibility of justification, both in and of education. Some educators have therefore concluded that postmodernism is the proclaimed end of education; others hold a more ambivalent stance. Educators in the critical tradition have especially criticized the depoliticizing tendencies of postmodernlsm.In this paper it is argued that postmodernlsm should not be understood as radical relativism, but as the articulation of a tension between contingency and commitment. The concern for radical plurality is identified as the typically postmodern commitment. It is argued that this commitment can also be characterized as a typically pedagogical commitment. Educators, therefore, have at least one strong reason to stay within postmodernism.In order to explore in what way postmodemism might contribute to the emancipatory interests of education, an overview is given of the feminist debate on postmodernism.This shows that the emancipatory potential of postmodernism can only be put into use by political means. The question then is, what a postmodern politics might look like. An answer to this question is found in the work of Richard Rorty, albeit that the theoretical hard core of his position --the separation between the public sphere and the private sphere --is criticized for its ideological character and its rather unpedagogical repercussions. After a reconstruction of the private-public-dichotomy has been given, three consequences for education are spelled out, all of which center around the conclusion that postmodernlsm inevitably leads to a repoliticization of education.

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“…J.M. Fritzman (1990) compares Lyotard's 'para1ogy'-the constant search for new ideas-and Rorty's pluralism, and argues that Lyotardian paralogy 'may be read as overcoming the deficiencies of Rortyan pluralism' (p. 37 1). Therefore, Fritzman claims, accepting Lyotard's challenge means that 'education should encourage students to develop new ideas and to challenge critically what passes as common knowledge and accepted wisdom .…”

Section: Responses To Lyotard From the Education Communitymentioning

confidence: 99%

“…Central to this is the belief that there are ahistorical and acultural standards that differentiate reality from illusion. To that I respond with Fritzman's (1990) words: 'There are no arguments to support such assertions which do not presuppose the [problematic] conclusions they are intended to demonstrate' (p. 380). That is not to say, however, that anarchy is the result of such postmodern ideas, as Murphy (1988) correctly points out: 'Postmodemists have never stated that establishing norms is impossible, but only that they originate from language use .…”

Section: Conclusion: 'Paralogy' As a Place Of Departure To Articulatementioning

confidence: 99%

Something ‘Paralogical’ Under the Sun: Lyotard's Postmodern Condition and science education

Zembylas

2000

Educational Philosophy and Theory

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Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. (Cited in Lyotard, 1995, p. xix) Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, implies a falsification of it. From all this, it would be possible to deduce that there is no science in Tlon, let alone rational thought. The paradox, however, is that sciences exist, in countless number… The metaphysicians of Tlon are not looking for truth, nor even for an approximation of it; they are after a kind of amazement. They consider metaphysics a branch of fantastic literature. They know that a system is nothing more than the subordination of all aspects of the universe to some one of them. Even the phrase ‘all the aspects’ can be rejected, since it presupposes the impossible inclusion of the present moment, and of past moments. (Borges, 1962, p. 10)

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Lyotard's Paralogy and Rorty's Pluralism: Their Differences and Pedagogical Implications

Cited by 13 publications

References 5 publications

Education and the Educational Project I: the atmosphere of post-modernism

Education and the Educational Project I: the atmosphere of post-modernism

Postmodernism and the repoliticization of education

Something ‘Paralogical’ Under the Sun: Lyotard's Postmodern Condition and science education

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