Educational Resistance

Educational resistance is, here, examined in two of its possible inflections.
First, as resistance to educational imposition. Second, as a form of
resistance which might itself be educational. Jean-François Lyotard’s
reflections on ’anamnesic resistance’ are developed in the context of
educational thought, and then read up against proposals for philosophically
informed educational reform by Bernard Stiegler. Stiegler’s
approach, based in part on a critique of Lyotard, is called in to question,
both in terms of its reading of Lyotard and the impositional educational
logic it follows. Additionally, this article incorporates a novel application
of a practice-as research methodology, in aid of illuminating and exemplifying
the central dimensions of its argument, utilising sound as a
means of philosophical research and ’anamnesic resistance’.