Studies in Philosophy and Education 13 (1):49-63 (1994)
AbstractModernist 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
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References found in this work
The Social Construction of Reality: A Treatise in the Sociology of Knowledge.Peter Berger & Thomas Luckmann - 1966 - Anchor Books.
Patterns of Discovery: An Inquiry Into the Conceptual Foundations of Science.Norwood Russell Hanson - 1958 - Cambridge University Press.
Pedagogy of the oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.