Search results for 'Postmodernism and education' (try it on Scholar)

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  1. Kaya Yilmaz (2010). Postmodernism and its Challenge to the Discipline of History: Implications for History Education. Educational Philosophy and Theory 42 (7):779-795.score: 146.0
    There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its epistemological (...)
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  2. Robin Usher (1994). Postmodernism and Education. Routledge.score: 144.0
    Postmodernism and Education responds to the interest in postmodernism as a way of understanding social, cultural and economic trends. Robin Usher and Richard Edwards explore the impact which postmodernism has had upon the theory and practice of education, using a broad analysis of postmodernism and an in-depth introduction to key writers in the field, including Lacan, Derrida, Foucault and Lyotard. In examining the impact which this thinking has had upon contemporary theory and practice of (...)
     
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  3. Roland M. Schulz (2007). Lyotard, Postmodernism and Science Education: A Rejoinder to Zembylas. Educational Philosophy and Theory 39 (6):633–656.score: 122.0
  4. Nigel Blake (ed.) (1998). Thinking Again: Education After Postmodernism. Bergin & Garvey.score: 120.0
  5. Michael Peters (2011). The Last Book of Postmodernism: Apocalyptic Thinking, Philosophy and Education in the Twenty-First Century. P. Lang.score: 120.0
  6. G. N. Kitching (2008). The Trouble with Theory: The Educational Costs of Postmodernism. Pennsylvania State University Press.score: 108.0
    "A critique of postmodernism and poststructuralism and an examination of their impact on higher education.
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  7. Paul Hager (1998). Lifelong Education: From Conflict to Consensus? [REVIEW] Studies in Philosophy and Education 17 (4):323-332.score: 96.0
    The concept of lifelong education received wide criticism and rejection in many educational circles in the 1970s. Recent developments in educational research and the increasing influence of postmodernist thought, the paper argues, are major factors in the return to favour of lifelong education. While a postmodern society is one characterised more by conflict than by consensus, the paper suggests that consensus on the importance of lifelong education might be one precondition for such a society.
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  8. A. M. Sidorkin (1999). The Fine Art of Sitting on Two Stools: Multicultural Education Between Postmodernism and Critical Theory. Studies in Philosophy and Education 18 (3):143-156.score: 96.0
    The paper examines two philosophical origins of multicultural education -- postmodern philosophy and critical theory. Critical theory is closely connected to grand narrative of liberation, while postmodern tradition rejects such narrative. The ambivalence of fundamental assumptions makes multicultural theory vulnerable to criticism. However, author maintains, this ambivalence can be a strength rather than a weakness of the multicultural theory. Using Mikhail Bakhtin's notion of polyphony, author attempts to show that incompatible theoretical perspectives may productively coexist within framework of dialogical (...)
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  9. Michalinos Zembylas (2008). The Unbearable Lightness of Representing 'Reality' in Science Education: A Response to Schulz. Educational Philosophy and Theory 40 (4):494-514.score: 92.0
    This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate (i.e. what is lost) from a non-charitable, modernist reading of Lyotardian postmodernism (despite its weaknesses), and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism.
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  10. Pradeep Ajit Dhillon & Paul Standish (eds.) (2000). Lyotard: Just Education. Routledge.score: 90.0
    Following Lyotard's death in 1998, this book provides an exploration of the recurrent theme of education in his work. It brings to a wider audience the significance of a body of thought about education that is subtle, profound and still largely unexplored. This book also makes an important contribution to contemporary debates on postmodernism and education.
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  11. Nigel Blake (1997). A Postmodernism Worth Bothering About: A Rejoinder to Cole, Hill and Rikowski. British Journal of Educational Studies 45 (3):293 - 305.score: 86.0
    This paper is a response to one published in the June 1997 edition of the BJES (Cole, Hill & Rikowski, 1997) which criticises the author's claims about the utility of postmodern analysis for studies in education (Blake, 1997).
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  12. John A. Clark (2006). Michael Peters' Lyotardian Account of Postmodernism and Education: Some Epistemic Problems and Naturalistic Solutions. Educational Philosophy and Theory 38 (3):391–405.score: 86.0
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  13. Paul Standish (1995). Postmodernism and the Education of the Whole Person. Journal of Philosophy of Education 29 (1):121–135.score: 78.0
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  14. Wilfred Carr (1995). Education and Democracy: Confronting the Postmodernist Challenge. Journal of Philosophy of Education 29 (1):75–92.score: 78.0
  15. Thomas Alexander (2002). Eros and Education: Postmodernism and the Dilemma of Humanist Pedagogy. Studies in Philosophy and Education 21 (6):479-496.score: 78.0
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  16. Bas Levering (2001). There is No Education After Postmodernism. Studies in Philosophy and Education 20 (5):423-432.score: 78.0
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  17. Leslie Cunliffe (forthcoming). After Late-and Postmodernism: A Wittgensteinian Reconstructive and Transformative Aesthetics, Art Practice, and Art Education. Journal of Aesthetic Education.score: 78.0
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  18. Clive Beck (1995). Postmodernism, Ethics, and Moral Education. In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. 127--136.score: 78.0
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  19. Richard Smith (2010). Poststructuralism, Postmodernism and Education. In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. 139.score: 78.0
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  20. Clive Beck (1993). Postmodernism, Pedagogy, and Philosophy of Education. Philosophy of Education 27:1-13.score: 78.0
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  21. Nicholas C. Burbules (2009). Postmodernism and Education. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.score: 78.0
     
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  22. Michael Peters (1999). Wittgenstein: Philosophy, Postmodernism, Pedagogy. Bergin & Garvey.score: 78.0
  23. Nicholas C. Burbules (2000). Postmodernism for Analytic Philosophers of Education. Educational Philosophy and Theory 32 (3):311–314.score: 74.0
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  24. Julie Allan (2004). Deterritorializations: Putting Postmodernism to Work on Teacher Education and Inclusion. Educational Philosophy and Theory 36 (4):417–432.score: 74.0
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  25. Paul Hager & Michael Peters (2000). Symposium on Thinking Again: Education After Postmodernism by Nigel Blake, Richard Smith, Paul Standish & Paul Smeyers. Educational Philosophy and Theory 32 (3):309–310.score: 74.0
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  26. Carol Nicholson (1989). Postmodernism, Feminism, and Education: The Need for Solidarity. Educational Theory 39 (3):197-205.score: 74.0
  27. Barry Kanpol (1992). Postmodernism in Education Revisited: Similarities Within Differences and the Democratic Imaginary. Educational Theory 42 (2):217-229.score: 74.0
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  28. Michael Peters (1995). Education and the Postmodern Condition: Revisiting Jean-François Lyotard. Journal of Philosophy of Education 29 (3):387–400.score: 72.0
  29. Gert Biesta & Denise Egéa-Kuehne (eds.) (2001). Derrida & Education. Routledge.score: 72.0
    Among educational theorists and philosophers there is growing interest in the work of Jacques Derrida and his philosophy of deconstruction. This important new book demonstrates how his work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.
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  30. Andrew Wright (2004). Religion, Education, and Post-Modernity. Routledgefalmer.score: 72.0
    This book, the first to explore religious education and post-modernity in depth, sets out to provide a much needed examination of the problems and possibilities post-modernity raises for religious education.
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  31. Martin Bibby (2003). Fundamental Principles, Post-Postmodernism and Moral Education. Professional Ethics, a Multidisciplinary Journal 11 (1):83-110.score: 72.0
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  32. Roger Paden (1987). Lyotard, Postmodernism, and the Crisis in Higher Education. International Studies in Philosophy 19 (1):53-58.score: 72.0
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  33. Denis Simard (2004). Education Et Herméneutique: Contribution à Une Pédagogie de la Culture. Distribution de Livres Univers.score: 72.0
    L'effritement du modèle rationaliste et humaniste de culture, des valeurs de progrès, d'éducation, de raison et d'humanité, constitue depuis une cinquantaine d'années le noyau de l'expérience culturelle occidentale.
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  34. Synthia Sydnor (2000). Critical Postmodernism in Human Movement, Physical Education and Sport. Journal of the Philosophy of Sport 27 (1):108-110.score: 72.0
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  35. Gunilla Dahlberg (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Falmer Press.score: 72.0
    With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided. Beyond Quality In Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, early childhood institutions and (...)
     
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  36. Constantijn Koopman (2005). Music Education, Performativity and Aestheticization. Educational Philosophy and Theory 37 (1):119–131.score: 68.0
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  37. Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.score: 66.0
    What this book is about -- Theoretical perspectives : modernity and postmodernity, power and ethics -- Constructing early childhood institution : what do we think it is? -- Constructing the early childhood institution : what do we think they are for? -- Beyond the discourse of quality to the discourse of meaning making -- The stockholm project : constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent -- Pedagogical documentation : a practice for (...)
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  38. David Carr (ed.) (1998). Education, Knowledge, and Truth: Beyond the Postmodern Impasse. Routledge.score: 66.0
    Seeking to reinstate the importance of knowledge, truth and curriculum in contemporary intellectual debate, this book fills a major gap in the literature and greatly advances an exciting area of research.
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  39. Roger P. Mourad (1997). Postmodern Philosophical Critique and the Pursuit of Knowledge in Higher Education. Bergin & Garvey.score: 66.0
    What is the significance of postmodern philosophy for the pursuit of knowledge generally?
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  40. Richard A. Brosio (2000). Philosophical Scaffolding for the Construction of Critical Democratic Education. P. Lang.score: 66.0
  41. Marek Kwiek (2004). Intellectuals, Power, and Knowledge: Studies in the Philosophy of Culture and Education. Peter Lang.score: 66.0
  42. Christoph Lüth, Dieter Jedan, Thomas Altfelix & Rita E. Guare (eds.) (2002). The Enlightenment Idea of Human Rights in Philosophy and Education and Postmodern Criticism. Winkler.score: 66.0
     
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  43. Stuart Parker (1997). Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity. Open University Press.score: 66.0
     
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  44. Michael Peters (ed.) (1998). Naming the Multiple: Poststructuralism and Education. Bergin & Garvey.score: 66.0
  45. Michael Peters, Paulo Ghiraldelli, Berislav Žarnić, Andrew Gibbons & Tina Besley (eds.) (1999). Encyclopaedia of Educational Philosophy and Theory. University of Split and PESA.score: 60.0
    The Encyclopaedia of Philosophy of Education contains surveys of philosophical theories of education and philosophical analyses of educational issues. The Encyclopaedia of Philosophy of Education is a dynamic study space for students, teachers, researchers and professionals in the field of education, philosophy and social sciences offering theoretically concurrent expositions of the topics of theoretical and practical interest in philosophy and education.
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  46. Philip Higgs (1998). Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW] Studies in Philosophy and Education 17 (1):1-16.score: 60.0
    In this article an attempt is made to provide a re-vision of philosophy of education that will redress the legacy of the past in South Africa, and contribute to laying the foundations of a critical civil society with a culture of tolerance, public debate and accommodation of differences and competing interests. This re-vision of philosophy of education, which finds its roots in developments in philosophy in the twentieth century, and especially in the discourse of postmodernism, directs attention (...)
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  47. David Scott (2000). Realism and Educational Research: New Perspectives and Possibilities. Falmer Press.score: 60.0
    Much education research takes place under a convenient but spurious assumption that there is a common purpose to education research, and a common epistemology. This book takes a clear-sighted and perceptive look at the underlying truths of education research, and in refining our understanding of the subject paves the way to improving our methods and practice. It addresses the theoretical conceptual elements educational discourses that inform most debates about educational research, including: education and its relationship to (...)
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  48. Gonzalo Jover (2001). Philosophy of Education in Spain at the Threshold of the 21st Century €“ Origins, Political Contexts, and Prospects. Studies in Philosophy and Education 20 (4):361-385.score: 60.0
    This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon the reinstatement of (...)
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  49. John Wesley Taylor (2012). Posmodernidad y educación cristiana: Desafíos ideológicos contemporáneos. Enfoques 24 (2):85-100.score: 60.0
    La educación cristiana se encuentra en un mundo posmoderno, que presenta oportunidades y desafíos. En este nuevo entorno, educadores cristianos tienen que pensar profundamente sobre sus creencias y convicciones. En este ensayo se examinan los fundamentos desmoronantes del modernismo: la autonomía hu..
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  50. Patrick Slattery (2006). Curriculum Development in the Postmodern Era. Routledge.score: 60.0
    Curriculum Development in the Postmodern Era provided the first introduction and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead incorporate various postmodern discourses into their reflection and action in schools. Since publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted, and the landscape of American schooling has changed dramatically-federal policies like No Child Left Behind have (...)
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