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    Postmodern Philosophy

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    Abegail Terillano Infante
    Postmodern philosophy questions concepts like objective truth and reality. It views knowledge as subjective and believes that reason and logic are not universally valid. Postmodernism has implications for education as well. It promotes a learner-centered approach where students construct their own identities and values. The curriculum is non-linear and emphasizes diversity, tolerance, freedom, creativity, emotions, and intuition over set patterns of learning. It also stresses reflection, exploration of unknowns, and making meaning through open-ended processes.

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    Postmodern Philosophy

    Uploaded by

    Abegail Terillano Infante
    821 views21 pages
    Postmodern philosophy questions concepts like objective truth and reality. It views knowledge as subjective and believes that reason and logic are not universally valid. Postmodernism has implications for education as well. It promotes a learner-centered approach where students construct their own identities and values. The curriculum is non-linear and emphasizes diversity, tolerance, freedom, creativity, emotions, and intuition over set patterns of learning. It also stresses reflection, exploration of unknowns, and making meaning through open-ended processes.

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    POSTMODERN-PHILOSOPHY

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    Postmodern philosophy questions concepts like objective truth and reality. It views knowledge as subjective and believes that reason and logic are not universally valid. Postmodernism has implications for education as well. It promotes a learner-centered approach where students construct their own identities and values. The curriculum is non-linear and emphasizes diversity, tolerance, freedom, creativity, emotions, and intuition over set patterns of learning. It also stresses reflection, exploration of unknowns, and making meaning through open-ended processes.

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    821 views21 pages

    Postmodern Philosophy

    Uploaded by

    Abegail Terillano Infante
    Postmodern philosophy questions concepts like objective truth and reality. It views knowledge as subjective and believes that reason and logic are not universally valid. Postmodernism has implications for education as well. It promotes a learner-centered approach where students construct their own identities and values. The curriculum is non-linear and emphasizes diversity, tolerance, freedom, creativity, emotions, and intuition over set patterns of learning. It also stresses reflection, exploration of unknowns, and making meaning through open-ended processes.

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    You are on page 1of 21

    POSTMODERN

    PHILOSOPHY
    I.

    POSTMODERN
    PHILOSOPHY
    What is Postmodern Philosophy?

     Itis a general and wide-ranging term which is


    applied to Art, Philosophy, Architecture, Fiction,
    and Cultural and Literary criticism.

     It
    is the reinterpretation of what knowledge is and
    what counts as knowledge.
     It represents a form of Cultural Relativism about
    such things as reality, truth, reason, value,
    linguistic meaning, the self, and many more.

     Itis both a historical, chronological notion, and a


    philosophical ideology .
     Denial of objective reality and objective moral
    values.

     Skeptical

     Logic and Reasons are mere conceptual but not


    universally valid.

     Denial of human nature.

     Realistic belief system.


    II.

    POSTMODERNISM
    EDUCATION
     Post-Modernity refers to the view that the
    institutions and ways of living characteristic of
    Modernity have been replaced to such a profound
    extent that our society is fundamentally different
    to the ‘modern’ society. In contrast post-
    modernism is a term that refers to new ways of
    thinking about thought.
     Postmodern society is more diverse, consumerist,
    fragmented, media-saturated (hyperreal) and
    allows individuals much more freedom of choice
    than in the previous modern society.
    Purpose of Post Modernism in Education
     Post modernism wanted to have a different type of
    education system that supports self motivation,
    self supervision and creativity. It is more learner-
    centered.
     Schools are more ‘consumerist’ and provide more
    individual choice
     Postmodern learning is a creative act.
     Postmodern learners are required to know the
    difference between data, information and
    knowledge.
    Teaching critical thinking
     Carr (1998: 204) writes: "teaching thinking has been
    one of the most important educational” aim from
    Plato. Various philosophers like Kant, Dewey,
    Shefler have emphasized on it.
     Critical thinking means a process of asking and
    answering then analyzes and justifies.
     Giroux asserts that in the past, the role of schools
    was only to educate non-critical mentality and
    reproduce everything which was in the society.
     But Giroux thinks that it is necessary for us to think
    critically about the way that knowledge is formed
    and appeared.
    Production of knowledge
     Lyotard criticizes modern institutes and believes that for
    progress of science and knowledge, we should use new
    discourses and fresh discussions to discover new rules.
     Topp 2000 the nature of language games and in special
    rules demands that people themselves try to produce
    knowledge and discover new things.
     Giroux believes that its role was only reproduction of
    knowledge. He emphasizes on production of knowledge
    and new thoughts. Clive Beck (1999) thinks that the
    aim of education in the class is production of
    knowledge.
    III.

    POSTMODERN PHILOSOPHY
    IMPLICATIONS
    IN
    EDUCATION
    Goals of Education
     Education should help students construct diverse and
    personally useful values in the context of their cultures
     Education should assist individuals in becoming
    independent, productive citizens in a system featuring
    multifaceted identities.
     Education helps individuals construct their identities
    rather than discover them.
     Education aims to empower people to attain their own
    chosen goals and only then can individuals and societies
    progress.
     Education aims for a growing awareness of the radical
    diversity and potential incommensurability of the different
    cultural forms of life that sustain groups and individuals.
    Postmodernism: The Curriculum
    The Curriculum
     A “trial and error” approach by both students and
    teacher ensures the constant reshaping of the
    content to be learned as well as the context in
    which learning occurs
     A curriculum that does not lead to a particular
    pattern
     Include important values to teach which are as
    follows:
     Striving for Diversity – does not mean that
    students shall be accepting cultural practices and
    beliefs without question.
     Tolerance –the acceptance of the differing views
    of other people and the fairness towards the people
    who hold these different views.
     Freedom – considerable autonomy is given to
    both teachers (localizing activities in the
    classroom) and students (in terms of their decision
    making).
     Creativity –the ability to use the imagination to
    develop new and original ideas or things.
     Emotions – expressing a strong feeling directly
    towards a specific object which is accompanied by
    physiological and behavioural changes in the body.
     Intuition – immediate cognition or a feeling that
    guides a person to act a certain way without fully
    understanding why.
    Postmodernism: Doll’s Model
    Features
     it stresses the concept of reflection –learning and
    understanding come through dialogue and
    reflection.
     Curriculum is a process not of transmitting what is
    known but of exploring what is unknown.
     emphasizes self-organization, indeterminacy and
    creative making of meaning –open-ended
     Should have richness, recursion, relation and rigor.
     Richness –refers to a curriculum’s depth, its layers
    of meaning, and to its multiple possibilities or
    interpretations.
     Recursion –refers to the repetition of an idea but
    to a higher, new level. example: spiral curriculum.
     Relation –refers to the connection one can draw
    from the lesson to his own pedagogies and culture.
     Rigor –the application of precise and exacting
    standards in the doing of something.
    In conclusion
    References:
    Valera, A. (2017, September 5). Postmodernism in Education. Retrieved from
    https://
    www.slideshare.net/arnieariasvalera/postmodernism-in-education?fbclid=IwAR
    0oh-K_ePQh-GF558cq_u8DH7zoG06UepHgWwCQFAwE1ESuZo8y5Id0UeY
    Duignan, B. (2014, March 4). Postmodernism: Additional Information.
    Retrieved from
    https://www.britannica.com/topic/postmodernism-philosophy
    Lyceum of the Philippines- Cavite, (2014, January 27). Postmodern Philosophy
    a new Paradaigm. Retrived from https://
    www.slideshare.net/zaizai27/postmodern-philosophy-a-new-paradaigm
    Giroux and Aronowtiz, 1991H. Giroux, S. Aronowtiz Postmodern Education
    University of Minnesota press (1991)
    Beck, 1993Beck, C. (1993). Postmodernism, Pedagogy and Philosophy of
    Education, philosophy of education yearbook, philosophy of education societ
    Available At: http://www.ed.uiuc.edu/EPS/PESYearbook/93_docs/BECK.HTM.
    Beheshti, 2005
    Beheshtis explanation and criticism of postmodernism in contemporary
    educational philosophy
    Samt, Iran, Tehran (2005)
    GROUP 4

    DOCTAMA, MARY JANE


    INFANTE, ABEGAIL
    LUPERA, ELLA
    REPTIN, ODESA H.
    TAÑO, JEANYLE
    THANK YOU
    AND
    GOD BLESS

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