Cover -- Half-Title -- Series -- Title -- Copyright -- Contents -- Foreword -- Acknowledgements -- Part 1 Context -- 1 Childhood and the Child -- Introduction -- Historical traces, defining the child -- Breaking up the historical collective -- Where is the postmodern child? -- 2 Child's Play -- Introduction -- Two conditions -- Three features of play -- Play as learning and relating -- Mastery as the purpose of play -- Play in a postmodern setting -- 3 Empowering the Child in Postmodernity -- Introduction -- Buber's problem -- The talent to be a dog -- Buber again -- Psychopathology: Managing the emptiness and fullness of being -- Learning perspective -- Recognition -- Conclusion -- Part 2 Appearances -- 4 The Global Child -- Introduction -- Globality mark 1: Pure assimilation -- Globality mark II: The global refugee -- Educational effects of mark II globality -- Local praise -- Conclusion -- 5 Talent -- Introduction -- More modern metaphors -- Plato, talent and the time-now -- Nietzsche on the uses of history -- Authentic views of history -- Conclusion -- 6 Tactility -- Introduction -- Lessons from Aristotle -- Being in touch -- Ways of being in touch -- Rhizomatic knowledge and its bodily implications -- Rhizomatic knowledge and standards -- Conclusion -- 7 Visibility -- Introduction -- Foucault's visible subject -- Baudrillard's visible subject -- List-being -- Conclusion -- 8 Invisibility -- Introduction -- Descending into animal life -- Rising into a machine -- Conclusion -- Part 3 Education -- 9 Vapour Trails and Noise -- Introduction -- Wonder and perplexity -- Raising and asking questions -- Arising from the plane of immanence -- Intersections -- Conclusion -- 10 The Ambassador's Secret -- Introduction -- Plato's ambassador -- The teacher-ambassador -- The political task of teaching -- Conclusion -- 11 Mind Games and Philosophy.

Introduction -- Mind games and thinking positions -- The paradox of attunement -- Conclusion -- 12 Conclusion -- Brief remarks -- Bibliography -- Index.