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Naming the Multiple: Poststructuralism and Education
By Michael Peters
288 pages
- Contributors:
- Includes content by:
- Publisher:
- Bergin & Garvey
- Place of publication:
- Westport, CT
- Publication year:
- 1998
- Subjects:
Synopsis
Poststructuralism--as a name for a mode of thinking, a style of philosophizing, a kind of writing--has exercised a profound influence upon contemporary Western thought and the institution of the university. As a French and predominantly Parisian affair, poststructuralism is inseparable from the intellectual milieu of postwar France, a world dominated by Alexandre Kojeve's and Jean Hyppolite's interpretations of Hegel, Jacques Lacan's reading of Freud, Gaston Bachelard's epistemology, George Canguilhem's ...
Poststructuralism--as a name for a mode of thinking, a style of philosophizing, a kind of writing--has exercised a profound influence upon contemporary Western thought and the institution of the university. As a French and predominantly Parisian affair, poststructuralism is inseparable from the intellectual milieu of postwar France, a world dominated by Alexandre Kojeve's and Jean Hyppolite's interpretations of Hegel, Jacques Lacan's reading of Freud, Gaston Bachelard's epistemology, George Canguilhem's studies of science, and Jean-Paul Sartre's existentialism. It is also inseparable from the "structuralist" tradition of linguistics based upon the work of Ferdinand de Saussure and Roman Jacobson, and the structuralist interpretations of Claude Levi-Strauss, Roland Barthes, Louis Althusser, and the early Michel Foucault. Poststructuralism, considered in terms of contemporary cultural history, can be understood as belonging to the broad movement of European formalism, with explicit historical linksto both Formalist and Futurist linguistics and poetics, and with aspects of the European avant-garde, especially Andre Breton's surrealism. Each essay in this unique collection by and for educators is devoted to the work and educational significance of one of ten major poststructuralist philosophers.
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Table of contents
The first page of every section is available free to non-members – click a section heading to start reading now!
- Title Page iii
- Copyright Acknowledgments v
- Contents vii
- Series Foreword ix
- Acknowledgments xiii
- Introduction - Naming the Multiple: Poststructuralism and Education 1
- References 22
- 1: Jacques Lacan: Ideal-I and Image, Subject, and Signification 25
- References 44
- 2: Louis Althusser: Poststructural Materialist 49
- References 62
- 3: Michel Foucault: Philosophy, Education, and Freedom as an Exercise upon the Self 65
- References 81
- 4: Julia Kristeva: Intertextuality and Education 85
- Notes 99
- 5: Jacques Derrida: The Ends of Pedagogy -- From the Dialectic of Memory to the Deconstruction of the Institution 103
- Title Page iii
- Copyright Acknowledgments v
- Contents vii
- Series Foreword ix
- Acknowledgments xiii
- Introduction - Naming the Multiple: Poststructuralism and Education 1
- References 22
- 1: Jacques Lacan: Ideal-I and Image, Subject, and Signification 25
- References 44
- 2: Louis Althusser: Poststructural Materialist 49
- References 62
- 3: Michel Foucault: Philosophy, Education, and Freedom as an Exercise upon the Self 65
- References 81
- 4: Julia Kristeva: Intertextuality and Education 85
- Notes 99
- 5: Jacques Derrida: The Ends of Pedagogy -- From the Dialectic of Memory to the Deconstruction of the Institution 103
- Notes 140
- 6: Gilles Deleuze: Practicing Education through Flight and Gossip 149
- Notes 168
- 7: Jean-Francois Lyotard: Education for Imaginative Knowledge 173
- Notes 182
- 8: Luce Irigaray: One Subject is Not Enough -- Irigaray and Levinas Face-to-Face with Education 183
- Notes 211
- References 213
- 9: Jean Baudrillard: From Marxism to Terrorist Pedagogy 215
- References 242
- 10: Chantal Mouffe: Pedagogy For Democratic Citizenship 245
- Notes 263
- References 263
- Index 265
- About the Contributors 271