Results for 'Postmodernism and education'

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  1. The Postmodern University? Contested Visions of Higher Education in Society.Anthony Smith, Frank Webster & Society for Research Into Higher Education - 1997
     
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  2. Images of Education in Kyklios Paideia.Thomas F. Green & National Academy of Education - 1976 - National Academy of Education.
     
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  3. Elements of Physical Education.M. G. Mason, A. G. L. Ventre & Carnegie College of Physical Education - 1965 - [Thistie Books,].
     
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  4. L''education Áa la Compr'ehension Internationale Une Id'ee Qui Fait Son Chemin.Lucie-Mami Noor Nkakâe, International Bureau of Education & Unesco - 1996 - Bureau International d'Âeducation Unesco.
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  5. Philosophy and Education.Jonas F. Soltis & National Society for the Study of Education - 1981 - National Society for the Study of Education Distributed by the University of Chicago Press.
     
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  6. Education and Work What Will Happen to Our Young People?Shirley Williams & Ontario Institute for Studies in Education - 1981 - Ontario Institute for Studies in Education.
     
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  7. Postmodernism and Education.Robin Usher - 1994 - Routledge.
    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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  8. After Postmodernism Education, Politics, and Identity.R. A. Smith & Philip Wexler - 1995
  9. Postmodernism and its Challenge to the Discipline of History: Implications for History Education.Kaya Yilmaz - 2010 - Educational Philosophy and Theory 42 (7):779-795.
    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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  10.  28
    Lyotard, Postmodernism and Science Education: A Rejoinder to Zembylas.Roland M. Schulz - 2007 - Educational Philosophy and Theory 39 (6):633–656.
    Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve to challenge (...)
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  11. Thinking Again: Education After Postmodernism.Nigel Blake (ed.) - 1998 - Bergin & Garvey.
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    Postmodernism and Science Education: An Appraisal.Jim Mackenzie, Ron Good & James Robert Brown - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1057-1086.
    Over the past 50 years, postmodernism has been a progressively growing and influential intellectual movement inside and outside the academy. Postmodernism is characterised by rejection of parts or the whole of the Enlightenment project that had its roots in the birth and embrace of early modern science. While Enlightenment and ‘modernist’ ideas of universalism, of intellectual and cultural progress, of the possibility of finding truths about the natural and social world and of rejection of absolutism and authoritarianism in (...)
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  13. For a Radical Higher Education: After Postmodernism.Richard Taylor, Jean Barr & Tom Steele - 2004 - British Journal of Educational Studies 52 (2):210-213.
     
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  14. Postmodernism in Educational Theory Education and the Politics of Human Resistance.D. Hill, P. Mclaren, M. Cole & G. Rikowski - 1999
     
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  15. The Last Book of Postmodernism: Apocalyptic Thinking, Philosophy and Education in the Twenty-First Century.Michael Peters - 2011 - P. Lang.
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    Michael Peters' Lyotardian Account of Postmodernism and Education: Some Epistemic Problems and Naturalistic Solutions.John A. Clark - 2006 - Educational Philosophy and Theory 38 (3):391–405.
    Postmodernism has established a significant hold in educational thought and some of the most important ideas are to be found in the writings of Michael Peters. This paper examines his postmodern stance and use of Lyotard's account of knowledge, and from a naturalist point of view raises a number of objections centred on science as a metanarrative, the unity of the empirical and the evaluative, and reason, truth and the growth of knowledge. It is concluded that postmodern epistemology, unlike (...)
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    The Fine Art of Sitting on Two Stools: Multicultural Education Between Postmodernism and Critical Theory.A. M. Sidorkin - 1999 - Studies in Philosophy and Education 18 (3):143-156.
    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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    Eros and Education: Postmodernism and the Dilemma of Humanist Pedagogy.Thomas Alexander - 2002 - Studies in Philosophy and Education 21 (6):479-496.
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    There is No Education After Postmodernism.Bas Levering - 2001 - Studies in Philosophy and Education 20 (5):423-432.
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    Education and Democracy: Confronting the Postmodernist Challenge.Wilfred Carr - 1995 - Journal of Philosophy of Education 29 (1):75–92.
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    After Late-and Postmodernism: A Wittgensteinian Reconstructive and Transformative Aesthetics, Art Practice, and Art Education.Leslie Cunliffe - forthcoming - Journal of Aesthetic Education.
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    Postmodernism and the Education of the Whole Person.Paul Standish - 1995 - Journal of Philosophy of Education 29 (1):121–135.
  23. Postmodernism and Education.Nicholas C. Burbules - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  24.  7
    Poststructuralism, Postmodernism and Education.Richard Smith - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 139.
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    Postmodernism, Ethics, and Moral Education.Clive Beck - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. pp. 127--136.
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  26. Postmodernism, Pedagogy, and Philosophy of Education.Clive Beck - 1993 - Philosophy of Education 27:1-13.
     
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  27.  6
    Postmodernism, Feminism, and Education: The Need for Solidarity.Carol Nicholson - 1989 - Educational Theory 39 (3):197-205.
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    Deterritorializations: Putting Postmodernism to Work on Teacher Education and Inclusion.Julie Allan - 2004 - Educational Philosophy and Theory 36 (4):417–432.
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    Lyotard, Postmodernism, and the Crisis in Higher Education.Roger Paden - 1987 - International Studies in Philosophy 19 (1):53-58.
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    Postmodernism for Analytic Philosophers of Education.Nicholas C. Burbules - 2000 - Educational Philosophy and Theory 32 (3):311–314.
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    Fundamental Principles, Post-Postmodernism and Moral Education.Martin Bibby - 2003 - Professional Ethics, a Multidisciplinary Journal 11 (1):83-110.
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    Symposium on Thinking Again: Education After Postmodernism by Nigel Blake, Richard Smith, Paul Standish & Paul Smeyers.Paul Hager & Michael Peters - 2000 - Educational Philosophy and Theory 32 (3):309–310.
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    Critical Postmodernism in Human Movement, Physical Education and Sport.Synthia Sydnor - 2000 - Journal of the Philosophy of Sport 27 (1):108-110.
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  34.  1
    Postmodernism in Education Revisited: Similarities Within Differences and the Democratic Imaginary.Barry Kanpol - 1992 - Educational Theory 42 (2):217-229.
  35. Bonfire of the Humanities: Some Observations on the Contribution of Postmodernism to Modern Education.Jack Baldwin-Leclair - 1991 - Inquiry: Critical Thinking Across the Disciplines 8 (1):5-7.
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  36. Thinking Again: Education After Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
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  37. Postmodernism in Educational Theory: Education and the Politics of Human Resistance.D. Hill, P. Mclaren, M. Cole & G. Rikowski - 2000 - British Journal of Educational Studies 48 (3):342-343.
     
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  38. Multiculturalism: An Unhappy Marriage of Multicultural Education and Postmodernism.Yehudi Webster - 1996 - Inquiry: Critical Thinking Across the Disciplines 16 (1):22-35.
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  39.  20
    Lifelong Education: From Conflict to Consensus? [REVIEW]Paul Hager - 1998 - Studies in Philosophy and Education 17 (4):323-332.
    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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    Lyotard: Just Education.Pradeep Ajit Dhillon & Paul Standish (eds.) - 2000 - Routledge.
    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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  41.  10
    The Unbearable Lightness of Representing 'Reality' in Science Education: A Response to Schulz.Michalinos Zembylas - 2008 - Educational Philosophy and Theory 40 (4):494-514.
    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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    A Postmodernism Worth Bothering About: A Rejoinder to Cole, Hill and Rikowski.Nigel Blake - 1997 - British Journal of Educational Studies 45 (3):293-305.
    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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  43. Wittgenstein: Philosophy, Postmodernism, Pedagogy.Michael Peters - 1999 - Bergin & Garvey.
  44. Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives.Gunilla Dahlberg - 1999 - Falmer Press.
    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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  45.  27
    Derrida & Education.Gert Biesta & Denise Egéa-Kuehne (eds.) - 2001 - Routledge.
    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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  46.  20
    Religion, Education, and Post-Modernity.Andrew Wright - 2004 - Routledgefalmer.
    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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  47.  47
    Education and the Postmodern Condition: Revisiting Jean-François Lyotard.Michael Peters - 1995 - Journal of Philosophy of Education 29 (3):387–400.
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    Education Et Herméneutique: Contribution à Une Pédagogie de la Culture.Denis Simard - 2004 - Distribution de Livres Univers.
    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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  49. Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
     
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  50.  17
    Music Education, Performativity and Aestheticization.Constantijn Koopman - 2005 - Educational Philosophy and Theory 37 (1):119–131.
    This paper discusses the phenomena of performativity and aestheticization and their implications for education. The forces of performativity pose a threat to music and the other arts, even though some advocators try to justify music education by appealing to their alleged performative results. At first sight, aestheticization seems to accord much better with music education but closer analysis of this many‐sided phenomenon also yields negative points: superficiality often reigns, overfeeding leads to anaesthesia, and the aesthetic itself is (...)
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