2. Reality is outside of
our mind, or objective,
not latent or internal
to our mind
Accept a situation as it
is and being prepared
to deal with it
accordingly.
They are:
3. They declare that:
• There is a world
of real existence,
of object not
made by human
beings
• The human mind
can know about
the real world
• Such knowledge
is the most
reliable guide to
an individual
4. Key Concept: Metaphysics &
Epistemology
Reality is
objective and
exists
independentl
y of us but
we can know
it
Knowing as
sensation
then as
abstract
Curriculum of
organized
subjects
5. • Life is transformed through
knowledge.
• This occurs through
realistic choices.
Axiology
• Logic is used deductively
and inductively.
Logic
7. Implication For Today’s Classroom
Teacher
Classroom for learning
not therapy
• Focuses on
cognitive learning
• Opposed the
intrusion of non-
academic activities
Teachers as Subjects-
matter Experts
• Subject matter
knowledge is a high
priority.
• Use lecture,
discussion,
demonstration,
experiment
8. Key Concept:
• Michel Foucault &
Jacques Derrida
• Foucault-reject-pre
modern & realist.
• Said that what the pre
modern realist said as
objective truth is really
a disguise rationale for
the elites that have
power and want to use
it against others
9. • Use the concept of subordination (a powerful
elite’s control of disempowered groups and
classes) and marginalization (the social
politics, economic, and educational process of
pushing powerless groups to the edges of
society)
10. Deconstruction
• Derrida created
deconstruction – to
trace the origin and the
meaning of texts or
*canon.
• Purpose – to show that
text are biased
historical and cultural
construction that
involve political.
•
*
*A work, usually a book that is
prized as having an authoritative
knowledge in a given culture
11. Deconstructing a Text
Post modernism ask
1. What people, events and situations at a
particular time gave prominence to the
canon?
2. Who gives a canon a privileged status in a
culture or society, and who gain benefits
from it’s acceptance as an authority.
3. Does the canon exclude underrepresented
and marginalized individuals and group?
12. They questioned??
• Who sets the purpose of education?
• Who determine how curriculum is constructed
• What text represent official knowledge in the
curriculum?
• What text and experience do we exclude and
include?
• How do we interpret text to established and
maintain power relationships among different
group?
