Postmodern Philosophy

Postmodern Philosophy

1. Postmodern Philosophy and Philosophers By Greeshma Raj 1 st year M.Ed Mar Theoplius Training College

2. Postmodernism

3. Post modernism has refused most of modernism's main ideas . The most important point in modernism educational opinion is rationality In modern education, teachers try to educate a logical person who can live in rational society. In this situation, teachers dominate and control students . Also teachers know everything and determine students’ positions and futures Modernism Before Postmodernism

4. Postmodern philosophy reject objectivity, absolute fact, traditional Epistemology, metaphysics and universal moral values. In contrast, the emphasize on subjectivity , local facts , interdisciplinary methods , individual and cultural differences and creativity Postmodernism Creative education is tied to making opportunity for new ideas. If we want to motivate students, instead of introducing a theory, we should talk about it as a problem. In this way students try to solve this problem and they can discover the theory

5. Learners should know that famous theories weren't complete at the beginning. They became perfect after continuous experiments. Learners should pay attention to deficiency of present knowledge and know the most of things that today are accepted , in the past was denied. So today it is possible to question about all hypothesis and this subject needs to risk and having ability to be brave and don't be afraid of making mistakes. So the other dimension of creative thinking is emotional dimension.

6. Postmodern philosophers emphasize on creative thinking , individual differences and teacher's role as a guide . There is diversity, democracy, awareness and freedom in educational process. The main work of education is to be questioner of accepted hypothesis, so doubt and skepticism about custom hypothesis necessary for creative thinking . Postmodern philosophers believe that instead of transferring and reproducing steady fact in educational process, it should be considered invention , innovation and change .

7. Postmodern Philosophers

8. Philosophers Jacques Derrida Founder of “deconstruction” Michel Foucault Associated with the structuralism and post- structuralism movements Martin Heidegger A ssociated with phenomenology and existentialism

9. A French philosopher, was well known for his controversial approach to understanding the world, the deconstruction method , and was a major contributor to postmodernism .  Jacques Derrida The deconstruction method is a process of criticizing literary texts, philosophical texts, and political theories. It entails a breakdown of the rational purposes , or logos, of earlier Western philosophy that was believed to govern the universe.

10. Derrida can be regarded a great educational figure. His innovative and uncommon methods created new perspectives in education. Avoid over generalization in a text . Overgeneralization is senseless and nonsense. So in presenting instructional materials, one should avoid commands which are frank, strict and prevail all. Derrida rejects any hierarchy and he is after its collapse and deconstruction . Hence in education, one should not be after a rigid interpretation of issues. To Derrida, interpretation is shaky and transient , excluding the ones which are imposed by force and authoritatively

11. According to Derrida, tutors should encourage pupils to interact with texts rather than teaching them a series of constant interpretations so that they can have their own interpretation of the texts. Hence, pupils should be encouraged to become critical readers and pay attention to contradictions and gaps in texts and do not be indifferent towards such contradictions and inharmonious Tutors are not information transfer agents but rather they are facilitators so that it is the pupil who acquires knowledge, they coordinate pupils' learning experience .

12. Martin Heidegger German philosopher, is known for creating the concept of existentialist phenomenology . Existentialist phenomenology concludes that we construct our own truths from within , as opposed to theories that advocate one universal truth. Furthermore, Heidegger inferred that we are not born into an existing reality but construct our own reality based on our involvement in the world and on our innate intuitions.

13. Existential-phenomenology  seeks to develop an in-depth, embodied understanding of human existence. It deepens our understanding of the experiences and perspectives of others through its focus upon the meanings that we make in our lives and the choices that are reflected in our understandings and actions

14. Michel Foucault French philosopher who examined the theories of, and relationship between, truth and power . Foucault established the presence of episteme in philosophy. Episteme are the knowledge or understanding that contribute to a society at a particular time in history. He claimed that there is not one universal truth, but several truths, unique to each individual. These multiple truths result in a constant shift in the relationship of truth and power. As a result, power is not something that can be possessed, but something that can be implemented.

15. Teaching and learning in the postmodern world addresses these points : Knowledge about ways in which to live and learn in an open system in which there is considerable ambiguity and development The postmodern instructor leads their students through the data and information to the knowledge that is involved with the purposes of the course of studies and with the meaning relative to the life of each individual student

16. Teaching and learning in the postmodern world addresses these points : Creation of individual plans wherein the learner is an active participant; creation of partnerships between teachers and students in learning a body of knowledge within a contemporary context Ideas are brought together through a holistic approach to form new ways of knowing the world; new learning relationships and knowledge creation potential are heightened and are an exciting aspect of the postmodern class

17. Teaching and learning in the postmodern world addresses these points : Meta-strategies (or meta-cognitive strategies) are required; students learn how to learn; Learners are encouraged to find personal meaning from the learning, as the teacher is allowed to discard the mask of authority and be more themselves, modeling the lifelong learning value of postmodernism

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