Postmodern perspectives bring to education an openness to diversity and complexity that moves beyond a critique of narrow scientific knowledge.

1. PHILOSOPHY OF EDUCATION
IAN MARK LLOYD SANTISAS

2. What is Post-modernism
• Postmodernism is an intellectual stance or
mode of discourse
• A term that refers to a self-conscious cultural
movement that reacted against the
principles of modernism
• Ideals of the modernist movements in
literature, art, architecture, film, philosophy.
And more
Post -
modernism

3. Post-modernism: basic concept
Post -
modernism
•All is relative
•Rejection of all master narratives
•Skepticism of technique progress
•Sense of fragmentation and
decentered self
•Multiple conflicting identities

4. Post-modernism
• Has refused the most of the
modernism’s main ideas. The most
important point in modernism
educational opinion is rationality.
• Postmodernists challenge educators to
understand that diversity, inclusion,
and multiplicity are essential (McLaren
& Torres, 1998).
Post -
modernism

5. Post-modernism Philosophy
Reject
1. Objectivity
2. Absolute fact
3. Traditional
epistemology
4. Metaphysics
5. Universal moral values
Post -
modernism
Accept
Subjectivity
local fact
Interdisciplinary
methods
Individual and Cultural
differences
Creativity

6. Curriculum
• To challenge cultural politics that promote
inequality based on class, gender, sexuality,
race, ethnicity, or nationalism
• By teaching through a “social justice”
framework.
• Students would also be exposed to a wide
variety of reading materials
to cultural inequality and identify ways to
advocate for social justice.
Post -
modernism

7. INSTRUCTION IN THE CLASSROOM
Post -
modernism
• Critical inquiry and critical play a
central role
• Include any instructional method
that would help students
recognize and understand the
notion of hegemony

8. INSTRUCTION IN THE CLASSROOM
Post -
modernism
• Students construct their own
knowledge and meaning via:
• Hands-on, problem-solving activities.
• Asking questions to promote critical literacy.
• Critiquing and examining diverse cultures
and institutions.
• Exploring the contradictions and variable
meanings of the language we use in our
speech and text

9. INSTRUCTION IN THE CLASSROOM Post -
modernism
• Students construct their own knowledge and
meaning via:
• Exploring students‘ autobiographical histories,
languages, and cultures.
• Discussing the hidden curriculum, or “unexpressed
perpetuation of the dominant western culture
through institutional processes”
• Using the text, or “any set of symbolic objects
through which we attempt to communicate
something and through which we create meaning
(to critically examine the curriculum

10. Role of the Teacher
Post -
modernism
• is often identified as a “change agent.”
• doing of critical theory
• to demonstrate effective strategies for:
questioning, critiquing, and analyzing
• Teacher is needed to effectively put
these skills into practice on a daily
basis as well as teach their students
how to apply them.

11. Role of Student
Post -
modernism
• Metacognitive strategies are
required; students learn how to
learn
• Students encouraged to find
personal meaning from the
learning

12. Teaching and learning in the
postmodern world
Post -
modernism
• Knowledge about ways in which to
live and learn in an open system
in which there is considerable
ambiguity and development.

13. Teaching and learning in the
postmodern world
Post -
modernism
• Creation of individual plans wherein the
students is an active; 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

14. Postmodern perspectives bring to
education an openness to diversity
and complexity that moves beyond a
critique of narrow scientific
knowledge. It brings to the fore
the much more complex realities of
social, cultural, and political
contexts and their influences on
educational institutions,
practices, and settings.

15. THANK YOU
IAN MARK LLOYD L. SANTISAS