Lyotard, Education, and the Problem of Capitalism in the Postmodern Condition.

Autor/in	Peters, Michael
Titel	Lyotard, Education, and the Problem of Capitalism in the Postmodern Condition.
Quelle	(1997), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Capitalism; Critical Theory; Developed Nations; Epistemology; Foreign Countries; Language Dominance; Language Usage; Marxism; Modernization; Phenomenology; Philosophy; Postmodernism; Technological Advancement + Suchen Sie Ihr Suchwort? Kapitalismus; Kritische Theorie; Developed countries; Industriestaat; Industrieland; Erkenntnistheorie; Ausland; Sprachliche Dominanz; Sprachgebrauch; Marxismus; Modernisierung; Phenomenological psychology; Phänomenologie; Psychologie; Philosophie; Postmoderne; Technological development; Technologische Entwicklung
Abstract	Jean-Francois Lyotard is considered by many as the pre-eminent non-Marxist philosopher of the "postmodern condition." This paper offers Lyotard's intellectual biography, describes his political writings and subsequent turn to philosophy, and discusses his views on capitalism in the postmodern condition and the problem of the legitimation of knowledge. Lyotard offers a critical account of the status of knowledge and education in the postmodern condition that focuses on the most highly developed societies. The major working hypothesis of "The Postmodern Condition" is "that the status of knowledge is altered as societies enter what is known as the postindustrial age and cultures enter what is known as the postmodern age" (1984:3). Specifically, Lyotard maintains that the leading sciences and technologies have all been based on language-related developments and their miniaturization and commercialization. In this context, the status of knowledge is permanently altered: its availability as an international commodity becomes the basis for national and commercial advantage within the global economy; its computerized uses in the military provide the basis for enhanced state security and international monitoring. Knowledge has already become the principal force of production, changing the composition of the work force in developed countries. Educational theory should seek to critique existing metanarratives that legitimize education in universal terms. At the same time it must respect the culturally specific formations of plural forms of oppression at the intersections of class, race, and gender. (Contains 47 references). (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC