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Performativity and postmodern scientific education.
 

Performativity and postmodern scientific education.

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This article describes the main problems that science education faces in industrialised countries: a general negative opinion of the sciences, a decline in the number of students choosing to study ...

This article describes the main problems that science education faces in industrialised countries: a general negative opinion of the sciences, a decline in the number of students choosing to study science and a decline in the number of students signing up for doctorate programmes in science. The article puts forward the hypothesis that all this is the result of a conflicting scenario: students have postmodern identities, while education is modern. To this end, the article reviews the main philosophical and sociological ideas about post-modernity, and the criticism of modern education that has arisen from same. The article then goes on to describe the difficulty that postmodern discourse has in propounding a genuinely postmodern pedagogy. Finally, it proposes the idea that performativity theory could participate in the conflicting scenario of science education.

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    Performativity and postmodern scientific education. Performativity and postmodern scientific education. Presentation Transcript

    • Performativity and Postmodern Science Education
      • Alexandro Escudero
      Diana Farías Camero
      • The most striking signs of the crisis in science education
      Performativity and postmodern science education This situation is uncomfortable for existing educational systems because one of the most cherished values of modern education has been to ensure universal education based on the idea of Progress to empower the human condition through reason, science and technology Decline in students choosing science Decline in science PhD students Generalized negative opinion
    • Performativity and postmodern science education I like school science better than most other subjects * ROSE (the Relevance of Science Education) where young learners at the age of 15 from more than 40 countries have expressed their views on several aspects related to S&T. The more advanced a country is, the less its young people are interested in studying science*. I would like to be a scientist
    • Performativity and postmodern science education In the UK and Ireland the number and proportion of young people, respectively, choosing physics or chemistry declined steadily during the 1990s. The problem was equally pronounced in France, the Netherlands, Norway, Denmark and Italy. Among the EU-25 countries, only Greece and the Flemish part of Belgium reported that they did not face a diminishing trend in the number of students choosing to study science in schools*. 1990’s * European Commission. (2004). Europe needs More Scientists: Report by the High Level Group on Increasing Human Resources for Science and Technology. Brussels. European Commission.
    • Performativity and postmodern science education Proportion of researchers* * European Commission. (2004). Europe needs More Scientists: Report by the High Level Group on Increasing Human Resources for Science and Technology. Brussels. European Commission. United States Europe 15 If students’ attitudes towards school science remain as negative as they currently are, the issue of the supply of scientists, and whether Europe is producing enough of them, will be exacerbated and not diminished Japan 8.08 per 1000 5.70 per 1000 9.14 per 1000 France: 6.55 Finland: 13.77 Germany: 6.55 UK: 5.49
      • Some questions will guide this session
      Performativity and postmodern science education Has the modern science education failed? We are going to review some contemporary categories that describe the present context and later we are going to relate them to contemporary science education Does modern science education tie new contextual factors in its curriculum? Is a postmodern scientific education possible?
      • There are different proposals to label the social and cultural context
      Performativity and postmodern science education They all have different opinions about how to analyze the present; although, all of them agree in that industrialized countries have a different situation from second half of the 20th century Anthony Giddens Late modernity Zygmunt Bauman Liquid modernity J. F. Lyotard Postmodernity Fredric Jameson Late capitalism Ulrich Beck Risk society Jürgen Habermas Modernity
      • We want to suggest that postmodernity is a narrative on the narrative of modernity: postmodernity is a meta-narrative with new contextual factors
      Performativity and postmodern science education New global and multicultural societies demonstrate that the western education systems have many challenges to solve The fall of the Grand Modern Narratives that promised an ideal world has also debilitated the idea that the school is the way to reach the success The disintegration of the Modern Person and a new political integration of the identity has entered the school Cynical relation between power-knowledge without the modern ideal of the integral education in values and aesthetic Students “understand” new technologies of communications better than teachers Questioning of the academic knowledge compared to new ways to learn and establish themselves as an individual
      • There are deep critics to the modern education and its “perverse” effects
      Performativity and postmodern science education
      • The education has to be modern, although the students are not modern persons?
      • 2. Or, indeed, because the students are not modern persons… it has to be modern?
      Michel Foucault Disciplinary institution Gianni Vattimo Weak thought Richard Rorty Postphilosophy Jacques Derrida Deconstruction Gilles Lipovetsky The new individualism Jean Baudrillard Hyperreality - simulacra J. F. Lyotard Collapse of the Grand Narrative Alain Finkielkraut Modern school, postmodern students Zygmunt Bauman Ambiguity
      • The postmodern thought sets the Person in the center of the question
      Performativity and postmodern science education it allows a democratic access to the information New communication technologies it allows a personal narrative, a sense of freedom The fall of the Grand Modern Narratives it makes relative the modern institutions and its education system Global and multicultural societies it makes relative the academic knowledge and and its relevance for a being Questioned Knowledge it allows the person to overcome the gender, nationality and language categories, to build new politically active persons The disintegration of the Modern Person
      • Has the modern science education failed?
      Performativity and postmodern science education Not yet. According to postmodern thought, current education is a simulation where students and teachers prefer to stay on their institutional roles. It would seem that nowadays it is only possible to educate through simulation. But as time goes by, students believe less in institutions and prefer to live a personal narrative.
      • Does modern science education tie new contextual factors in its curriculum?
      Performativity and postmodern science education No. Science education ignores the items that warmly attract the young people: environmental issues, gender identity, multiculturalism, responsible consumption and pacifism. In the postmodern context the utopias have finished. Science education also ignores the importance of identity in these new students. Science education has not recognize that students are not modern persons anymore. And we need to move to postmodernity.
      • Is a postmodern scientific education possible?
      Performativity and postmodern science education No, theoretically speaking. The postmodern thought has made a strong critic to the normative aspect of the modern education, but there are not relevant postmodern pedagogical proposals because it is a contradiction in the terms. In a postmodern condition where self-reflection is the norm, the science education has not reflected on itself, because it is still convinced of modern science, progress and stability ideas.
      • Students with postmodern identities
      Performativity and postmodern science education Modern science education According to postmodern thought, it is not possible to reach a postmodern science education. A conflicting scenario
      • In searching some answers about identity and science education out of the educational arena
      Performativity and postmodern science education What are we working in? 1. The poststructuralism theory analyzed the modern and postmodern identity. Could performativity theory participate in the conflicting scenario Students with postmodern identities / Modern science education? 3. Poststructuralist thinkers are associated to the postmodern though. 2. For this thought, IT IS ONLY THROUGH the language (discourse) that identity is built. 4. Judith Butler demonstrated through Performativity theory that language is not a restrictor element and identity may elaborate it (Queer theory).
    • Performativity and Postmodern Science Education
      • Alexandro Escudero
      Diana Farías Camero [email_address] [email_address]