The first monograph on Lyotard and education engages Lyotard’s work through different pedagogical modes of reading, writing, voicing, and listening, revealing crucial educational, political, aesthetic, and epistemological distinctions between knowledge and thinking.

Introduction: Lyotard's thought as pedagogy -- Reading -- Writing -- Intermezzo : from the beautiful to the sublime -- Voicing -- Listening -- Sectarian initiation -- Afteword: Towards a post-human approach to (in)humanity : reflections on Derek Ford's inhuman educations.

Collection of essays examining the ways in which humanity is enmeshed in its surroundings.

Beauty versus beasts. In the wake of a devastating biological disaster, the United States east of the Mississippi River has been abandoned. Now called the Feral Zone, a reference to the virus that turned millions of people into bloodthirsty savages, the entire area is off-limits. The punishment for violating the border is death.Lane McEvoy can't imagine why anyone would risk it. She's grown up in the shadow of the great wall separating east from west, and she's curious about what's on the other side - but not that curious. Life in the west is safe, comfortable . . . sanitized. Which is just how she likes it.But Lane gets the shock of her life when she learns that someone close to her has crossed into the Feral Zone. And she has little choice but to follow. Lane travels east, risking life and limb and her very DNA, completely unprepared for what she finds in the ruins of civilization . . . and afraid to learn whether her humanity will prove her greatest strength or a fatal weakness.

A classic work of reportage about the Katyń Massacre during World War II by a soldier who narrowly escaped the atrocity himself. In 1941, when Germany turned against the USSR, tens of thousands of Poles—men, women, and children who were starving, sickly, and impoverished—were released from Soviet prison camps and allowed to join the Polish Army being formed in the south of Russia. One of the survivors who made the difficult winter journey was the painter and reserve officer Józef Czapski. General Anders, the army’s commander in chief, assigned Czapski the task of receiving the Poles arriving for military training; gathering accounts of what their fates had been; organizing education, culture, and news for the soldiers; and, most important, investigating the disappearance of thousands of missing Polish officers. Blocked at every level by the Soviet authorities, Czapski was unaware that in April 1940 many officers had been shot dead in Katyn forest, a crime for which Soviet Russia never accepted responsibility. Czapski’s account of the years following his release from the camp and the formation of the Polish Army, and its arduous trek through Central Asia and the Middle East to fight on the Italian front offers a stark depiction of Stalin’s Russia at war and of the suffering, stoicism, and bravery of his fellow Poles. A work of clear observation and deep compassion, Inhuman Land is one of the twentieth century’s indispensable acts of literary witness.

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society * that education reproduces society exactly as it is * that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

What is a novel education like? The surprising reply supposes that fiction affects the crisis of understanding work within the human professions of teaching and psychoanalysis. The studies of learning and not learning presented begin with the delicate surprise made from representing affective experiences and conflicts within self/other relations. Freud's question of presenting psychoanalysis to others, and the accidental pedagogy made, continues to animate our debates on the uses of affected learning. Novel Education analyzes the perils and pleasures of inviting, narrating, and interpreting emotional experience in learning and not learning. Drawing upon contemporary psychoanalytic debates on the relation between understanding and therapeutic action, these studies open discussion on the unusual world of psychoanalytic methods and link free association and the transference to the aesthetic conflicts made from thinking about sexuality, and the difficulties of inhibition in learning, listening, and the teacher's memory of remembering learning to teach. Novel Education highlights a discussion of the teacher's depression and the difficulty of formulating subjective knowledge from practices, philosophies, and theories in the human professions. It raises the question of how fields of thought and practice affect themselves. How may we describe the human idiom made in pedagogical and psychoanalytic relationships? And why join learning to not learning? This thought-provoking book is essential reading on a broad range of fields for undergraduate and graduate students, as well as faculty members.