Postmodernism and the Perspectives of University Education (original) (raw)
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POSTMODERN THINKERS AND HIGHER EDUCATION: A SOCIOLOGICAL STUDY
IJCIRAS, 2019
In sociological perspective, postmodernism has important for generating new and exciting ideas and postmodernism has produce academic controversies that have lasted for decades. A major arena for postmodern intellectual warfare occurred in institutions of higher education. In the process of post modernization, universities and colleges has been the development of knowledge specialization controlled primarily by professors and contained within the borders of academic disciplines. The related questions have guided postmodernist research into higher education. The first asks, what are contributions of postmodern thinkers on higher education for society? The second question asks how this contribution helps to develop for society. As with postmodernist analysis in general, the postmodernist view of higher education tends to focus on the positive contributions which are knowledge, power, simulation and reality etc. The objective of this paper, to discuss the contribution of postmodern thinkers of sociology with higher education. The methodology based on descriptive in nature as well as secondary sources.
Knowledge in the Postmodern University
Educational Theory, 2000
Concepts of knowledge and the advancement of learning are inherently worthy of debate within higher education. Although the discussion may remain dormant over long periods of confident practice, deep social changes can occasion uncertainty about the purposes of universities. This kind of problem afflicts social institutions generally, but it is especially acute for one whose mission embraces critical inquiry that should not exclude itself. The recently perceived transition to "the postmodern condition" has become an occasion for resuming such explicit self-examination.
Revisiting the Postmodern Condition of a Higher Education Landscape
This article problematizes and critiques the change scenario which unfolded in the South African higher education (HE) landscape over the period 1999–2002. It locates its discussion and analysis within an ideo-critical discourse-interpretive analytics framework. It also employs the following conceptual tools: chaos theory; liminality; negative knowledge; manageri-alism and corporatism; marketization and technologization of discourses; and postmodernity and globalization. Against this backdrop, the article first argues that the change scenario, which occurred in some of South Africa's higher education institutions (HEIs) during this period, was predicated on the aforesaid conceptual devices. Second, it contends that most of South Africa's HEIs during that historical juncture were being inveigled into a postmodern condition, even though they were still epicentres of academic modernity. In the light of all this, the article counter-argues that the post-modern intervention in the HE system as driven by the state only served to worsen the difficulties faced by many of the then historically disadvantaged institutions (HDIs) which were part of this system. Finally, the article ends by offering some of the prospects that were in the offing for South Africa's HEIs at that time. Résumé Cet article pose la problématique et fait une critique du scénario de change-ment qui s'est déroulé dans le paysage de l'enseignement supérieur (ES) en Afrique du Sud durant la période allant de 1999 à 2002. Il situe son débat et son analyse dans un cadre d'analyse idéo-critique et interprétatif du discours. Il emploie également les outils conceptuels suivants: la théorie du chaos; la liminalité; la connaissance négative; le managérialisme et le corporatisme; la commercialisation et la technicisation des discours; la postmodernité et la mondialisation. Dans cette optique, l'article soutient dans un premier temps que le scénario de changement, qui a eu lieu dans certains des établissements d'enseignement supérieur de l'Afrique du Sud durant cette période, était fondé sur les dispositifs conceptuels précités. Ensuite, il affirme que la plupart des établissements d'enseignement su-périeur de l'Afrique du Sud au cours de cette période historique ont été entrainés dans une condition postmoderne, même s'ils étaient encore les épicentres de la modernité académique. En conséquence, l'article bat en brèche l'idée selon laquelle l'intervention postmoderne dans le système de l'enseignement supérieur telle que menée par l'Etat n'a servi qu'à aggraver les difficultés rencontrées par la plupart des institutions historiquement défavorisés qui faisaient partie de ce système. Enfin, l'article conclut en déclinant certaines des perspectives qui s'offraient à l'époque aux établisse-ments d'enseignement supérieur de l'Afrique du Sud.
The University-A State of Mind
This paper brings the reader's attention to the importance of the transition from the traditional to the postmodern teaching process that is part of the development of teaching. In the panoply of professions, teaching has acquired, over the years, the merit to stand first. Contemporary society owes much to teaching, given the importance of education in developing a morally and informational healthy society. In postmodern teaching the three characteristics of the educational process: teaching, learning and assessment are no longer separate. The assessment also comes along with the other two, in a continuous process. The conclusion of my research paper emphasizes the need of a teaching carrier based on a perpetual process of learning, as a guarantee for quality, and the ability to adapt to changes that we all witness, generated the circle of knowledge.
Journal of Higher Education in Africa, 2016
This article problematizes and critiques the change scenario which unfolded in the South African higher education (HE) landscape over the period 1999–2002. It locates its discussion and analysis within an ideo-critical discourse-interpretive analytics framework. It also employs the following conceptual tools: chaos theory; liminality; negative knowledge; managerialism and corporatism; marketization and technologization of discourses; and postmodernity and globalization. Against this backdrop, the article first argues that the change scenario, which occurred in some of South Africa's higher education institutions (HEIs) during this period, was predicated on the aforesaid conceptual devices. Second, it contends that most of South Africa's HEIs during that historical juncture were being inveigled into a postmodern condition, even though they were still epicentres of academic modernity. In the light of all this, the article counter-argues that the post-modern intervention in the HE system as driven by the state only served to worsen the difficulties faced by many of the then historically disadvantaged institutions (HDIs) which were part of this system. Finally, the article ends by offering some of the prospects that were in the offing for South Africa's HEIs at that time. Résumé Cet article pose la problématique et fait une critique du scénario de change-ment qui s'est déroulé dans le paysage de l'enseignement supérieur (ES) en Afrique du Sud durant la période allant de 1999 à 2002. Il situe son débat et son analyse dans un cadre d'analyse idéo-critique et interprétatif du discours. Il emploie également les outils conceptuels suivants: la théorie du chaos; la liminalité; la connaissance négative; le managérialisme et le corporatisme; la commercialisation et la technicisation des discours; la postmodernité et la mondialisation. Dans cette optique, l'article soutient dans un premier temps que le scénario de changement, qui a eu lieu dans certains des établissements d'enseignement supérieur de l'Afrique du Sud durant cette période, était fondé sur les dispositifs conceptuels précités. Ensuite, il affirme que la plupart des établissements d'enseignement su-périeur de l'Afrique du Sud au cours de cette période historique ont été entrainés dans une condition postmoderne, même s'ils étaient encore les épicentres de la modernité académique. En conséquence, l'article bat en brèche l'idée selon laquelle l'intervention postmoderne dans le système de l'enseignement supérieur telle que menée par l'Etat n'a servi qu'à aggraver les difficultés rencontrées par la plupart des institutions historiquement défavorisés qui faisaient partie de ce système. Enfin, l'article conclut en déclinant certaines des perspectives qui s'offraient à l'époque aux établisse-ments d'enseignement supérieur de l'Afrique du Sud.
Understanding the parameters of modernism and the characteristics of postmodernism has been the goal of specialists and thinkers in the modern world. In recent years, the development of these epistemological modern and postmodern parameters and characteristics has attracted the attention of educational philosophers. In this article, an effort is made to analyze the educational ideas of some very influential thinkers such as ), Frazer(1989) Penely (1989), , Rortri(2002) and as the foundations of modern and postmodern eras through a descriptive method. To this end, the relevant educational epistemological approach is scrutinized by dint of concepts such as definitions, principles, aims of education, parameters of critical and 'boundary' education, curriculum development and methodologies of modernism as well as postmodernism. The findings of this article elucidated the fact that paying attention to educational pluralism, multicultural conventions, creation of probable rather than absolute and certain knowledge are the outstanding features of postmodern educations. These features can illustrate the claim for fostering active and critical citizenship in the local, national and international arenas. Moreover, the findings of this study show that the rejection of all generalization and homogeneous perceptions and appreciations of social critical discourses are the essential building blocks and important aims of postmodern education. This leads to the practice of democracy based on interdisciplinary fields rather than on separate subjects(in the postmodern era). This aim is obtainable through the interrelated networks of group learning 'at school', and the 'university of life' as a 'small community' in critical education. Such a postmodern curriculum produces rather than consumes knowledge and it is iconoclastic not conformist and structuralism. The other result gained from postmodern education is the application of hermeneutic not dilectic modernist model. Based on the post modern criteria, the system of education must distance itself from the mere utilitarian, and instrumental criteria and embrace the postmodern touchstones of the citizen's critical and democratic attitudes, and mentalities
The post-non-classical university’s identity: an axiological aspect
Perspectives of Science & Education, 2024
Introduction. The relevance of the university’s role reconsideration is a consequence of the classical university foundations “ruinization” in the contemporary functioning conditions, characterized as highly dynamic, fluid and complex. The identity of the post-non-classical university is not perceived as something integral or self-evident, it is represented the essence of multifaceted identity, lying in the opposition of the idea of university modeling to the destructive postmodern conditions in which the contemporary university transforms. The aim of the study is to conceptualize the post-non-classical university’s image in its axiological foundations Research methods. To reach the aim of the study, the authors applied a methodology comprising philosophically and culturologically determined methods of qualitative analysis to explore issues in the relevant knowledge domains and the direct praxeological aspect of visible manifestations of the modern university’s identity. In their argumentation, the authors rely on philosophical and cultural comparative analysis, use the techniques of systemic functional and axiological approaches, the method of conceptualizing the university’s image. Research results. The article considers the transition from the classical to the non-classical and post-non-classical model of the university. The reflexive (convergent) consciousness is regarded as an essential condition the identity of contemporary university constructing crisis overcoming, and the glocalization argued as the strategy of the university as a sociocultural institute. The post-non-classical university multifaceted identity integrates cultural, behavioral and representational aspects, remaining in its globalized structure the regional particularities. The graduate, possessing the possibility of self-image constructing to achieve integrity and additivity, becomes the axiological foundation of the post-non-classical identity. Conclusion. The study has shown that the contemporary university independently determines the reflexive modernization of the axiological foundations of self-identity. It does not react to external circumstances and challenges, but rather absorbs external conditions and circumstances, and actively transforms and pragmatically uses them for its own advancement. The post-non-classical identity of the university, on the one hand, is a product of postmodernity. On the other hand, its contemporary reflexive modeling overcomes the deconstructing and ruining foundations of postmodernity, and can be considered as a foresight technology.
The Importance of Academic Education in Contemporary
Copyright reserved © J.Mech.Cont.& Math. Sci., Special Issue-1, 2019
The subject of the article is to consider the importance of academic education which played a key role in the history of architecture and fine arts. Academic traditions based on the ancient classics as the perfect art which during the XVIII and XIX centuries developed stable norms and paragons, and found the reflection in the concept of a modern architectural and sculptural image. The article considers historical factors, the situation of the postmodern epoch contributing to the concentration of artists efforts to reflect the key themes and images, namely, a man, his place in the universe. As before, a person and the spiritualized world of phenomena and objects get an interpretation in the new graphic aspects, techniques and methods of the younger generation masters works