Abstract
Modernist educational practice operates within an overarching norm of consonance, notions of sameness and agreement that permeate schools and classroom life. This paper posits a needed move to postmodern educational theory and practice through dissonance. Following an intellectual contextualization, two sets of philosophical claims are presented. The first promotes social construction of reality and the second poses dissonance rather than consonance. The paper concludes with a “look” at education from this postmodern perspective.
Similar content being viewed by others
References
Aronowitz, S. and Giroux, H.: 1991.Postmodern Education: Politics, Culture and Social Criticism, University of Minnesota Press, Minneapolis.
Berger, P. and Luckmann, T.: 1966,The Social Construction of Reality, Doubleday, Garden City, NY.
Bowles, S. and Gintis, H.: 1976,Schooling in Capitalist America, Basic Books, New York.
Cherryholmes, C.: 1988,Power and Criticism, Teachers College Press, New York.
Connolly, W.: 1993,Political Theory and Modernity, Cornell University Press, Ithaca, NY.
de Lauretis, T.: 1986,Feminist Studies/Critical Studies, Indiana University Press, Bloomington, IN.
Foucault, M.: 1977a,Discipline and Punishment, Vintage Books, New York.
Foucault, M.: 1970–71/1977b, “History of Systems of Thought,” in D. Bouchard (ed.), B. Bouchard and S. Simon (trans.),Language, Counter-Memory, Practice: Selected Essays and Interviews, Cornell University Press, Ithaca, NY.
Foucault, M.: 1984, “What is Enlightenment?”, in P. Rabinow (ed.),The Foucault Reader, Pantheon Books, New York.
Freire, P.: 1971,Pedagogy of the Oppressed, Continuum, New York.
Giroux, H.: 1983, “Theories of Reproduction and Resistance in a New Sociology of Education: A Critical Analysis”,Harvard Educational Review 53, 257–292.
Goodman, N.:Ways of Worldmaking, Hackett, Indianapolis, IN.
Gramsci, A.: 1930?/1971,Selections from the Prison Notebooks of Antonio Gramsci, Q. Hoare and G. Nowell (eds.), Lawrence & Wishart, London.
Habermas, J.: 1983, “Modernity-An Incomplete Project”, in Foster (ed.),The Anti-Aesthetic: Essays on Postmodern Culture, Bay Press, Washington.
Hanson, N.: 1958,Patterns of Discovery, The University Press, Cambridge.
Hutcheon, L. 1988.:A Poetics of Postmodernism, Routledge, New York.
Lather, P.: 1991,Getting Smart: Feminist Research and Pedagogy With/in the Postmodern, Routledge, New York.
Leotard, J.: 1984,The Post-Modern Condition: A Report on Knowledge, G. Bennington and B. Masumi (trans.), University of Minnesota Press, Minneapolis.
McCarthy, C. and Crichlow, W. (eds.),: 1993.Race, Identity, and Representation in Education, Routledge, New York.
Marshall, B.: 1992,Teaching the Postmodern: Fiction and Theory, Routledge, New York.
Miller, N.: 1991,Getting Personal: Feminist Occasions and Other Autobiographical Acts, Routledge, New York.
Noddings, N.: 1989,Women and Evil, University of California Press, Berkeley.
Popkewitz, T.: 1991,A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education, and Research, Teachers College Press, New York.
Rorty, R. (ed.): 1967/1992,The Linguistic Turn: Essays in Philosophical Method, The University of Chicago Press, Chicago.
Rorty, R.:Contingency, Irony and Solidarity, Cambridge University Press, Cambridge.
Shapiro, M.: 1992.:Reading the Postmodern Polity: Political Theory as Textual Practice, University of Minnesota Press, Minneapolis.
Spivak, G., with S. Harasym (ed.): 1990,The Post-Colonial Critic, Routledge, New York.
Stone, L.: 1992a, Book review, A Political Sociology of Educational Reform,Educational Studies 23, 487–492.
Stone, L.: 1992b, “Essentialist Tensions in Reflective Teaching”, in L. Valli (ed.),Reflective Teacher Education: Case Studies and Critiques, State University of New York Press, Albany.
Stone, L.: 1993a, “Contingency: The Constancy of Teaching”,Teachers College Record 94, 815–835.
Stone, L.: 1993b, “Disavowing Community”, inPhilosophy of Education: 1992, Philosophy of Education Society and Illinois State University, Normal, Il.
Toulmin, S.: 1990,Cosmopolis: The Hidden Agenda of Modernity, University of Chicago Press, Chicago.
Weis, L. and M. Fine (eds.): 1993,Beyond Silenced Voices: Race, Class and Gender in United States Schools, State University of New York Press, Albany.
Young, I.: 1990, “The Ideal of Community and the Politics of Difference”, in L. Nicholson (ed.),Feminism/Postmodernism, Routledge, New York.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Stone, L. Modern to postmodern: Social construction, dissonance, and education. Stud Philos Educ 13, 49–63 (1994). https://doi.org/10.1007/BF01074085
Issue Date:
DOI: https://doi.org/10.1007/BF01074085