"After" Auschwitz

Ethics and Educational Policy1

Bibliographic Data

ID2924985
AuthorsMichael A Peters (0000-0002-1482-2975, University of Auckland, corresponding author), Michael Peters (0000-0002-8500-454X)
Year1995
Volume16
Issue2
Pages237-251
Publication date1995-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0159630950160206
OpenAlexW2060843950
LanguageEN
Citations received2
References cited23

1This paper is part of a larger research project concerning the emblematic status of the phrase and metaphor “After Auschwitz” as it has been used by Theodor Adorno and Jean‐Francois Lyotard to stand for the “end” of modernity, or at least, the radical questioning of the “project of modernity” (Habermas). My paper “'After Auschwitz’: Adorno, Lyotard and Modernity” was presented as part of the Postgraduate Seminar Programme (Policy Studies Group, Education Department) at the University of Auckland on June 22, 1993. It comprised four sections: a commemoration of Auschwitz, presented largely through photographic archives to the music of Henri Gorecki's Symphony No 3 (2nd Movement); a discussion of the New Zealand Solicitor‐General's report on the investigation of alleged Nazi war criminals living in New Zealand, released in December 1992; a contextualisation of the report in terms of the historical revival of public interest in the Holocaust and the so‐called “historian's debate” which took place in the Fede

Engineering ethics · Political science · Educator Training and Historical Pedagogy · Engineering · Hannah Arendt's Political Philosophy · Postmodernism in Literature and Education

Tools

Open DOISci-Hub