Postmodernism and Education: Different Voices, Different by Richard Edwards, Robin Usher
By Richard Edwards, Robin Usher
During this booklet, the authors discover and make clear the character of postmodernism and supply an in depth advent to key writers within the box akin to Lacan Derrida Foucault Lyotard They research the influence of this pondering upon modern thought and perform of schooling, concentrating fairly upon how postmodernist principles problem latest suggestions, constructions and hierarchies.
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Extra resources for Postmodernism and Education: Different Voices, Different Worlds
Furthermore, humanistic psychology lends itself more readily to this enterprise since, unlike scientific psychology, it is more effectively harnessed to that other grand narrative, the maximisation of happiness and spiritual well-being. Humanistic psychology is therefore a ‘technology of the self’, a means by which people can ‘effect by their own means or with the help of others a number of operations on their own bodies and souls, thoughts, conduct and ways of being, so as to transform themselves’ (Foucault 1988:14).
In contrast to the modernist conception of absolute truth founded on rationality, postmodernism proposes a plural understanding of truth; that all knowledge is contextual, historical and discursive. By being implicated with power, discourses create subjects and objects, and the mechanisms for positioning subjects. What Flax adds to this is that there is a strand in postmodern thinking which has little to say about how or why totalising discourses should give up their dominance or what would replace them in terms of concrete practices and knowledge.
Nor does it provide a set of expert prescriptions since expertise is seen as always being imbued with power-knowledge claims. Thus in considering what implications the postmodern moment may have for education, one possible answer that is immediately ruled out is that it provides a new definitive perspective from which a new set of prescriptions and techniques for organising teaching and learning can be generated. Instead, all that we may perhaps reasonably hope for is that it might suggest a way of looking differently at education as a social practice, at educational processes such as learning and teaching, and at bodies of knowledge and the way they are organised and transmitted.