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The term postmodern refers to a sensibility or mood that has permeated advanced capitalist societies in the West since World War II. Conceptually, postmodernism is associated with a group of intellectuals whose careers were shaped by the 1968 student revolts in France. Names familiar to educators include Jean-François Lyotard, Michel Foucault, and Jacques Derrida. Many credit the American philosopher Richard Rorty with introducing postmodern ideas to the United States.

Some scholars and practitioners of education embrace postmodernism. Others try to hold back the postmodern tide. Both responses draw heavily on postmodern philosophy. This entry, therefore, focuses on the intellectual aspects of postmodernism, holding its economic, political, artistic, and literary dimensions in the background.

Defining postmodern thought is challenging. Postmodernism highlights the hybrid and fluid nature of ideas and spurns brief synopses and categorizations. In addition, a number of different intellectual streams feed postmodern thought, including the hermeneutics of Martin Heidegger and Friedrich Nietzsche. Post-structuralism is a primary influence. Postmodern thinkers take up these currents in different (and sometimes contradictory) ways, making it difficult to summarize them or treat key points of debate within a limited space.

Nevertheless, because postmodern thought is important for understanding diversity in education, it is helpful to identify and clarify its distinguishing characteristics. This entry centers on a few key points rather than on the full range of postmodern philosophy and analyzes general tendencies rather than specific programs. It concludes by briefly sketching how postmodern ideas are influencing educational purposes, practices, and research.

Postmodern Thought

Postmodern thinkers question values and beliefs associated with the modern era and the 18th-century European Enlightenment. Some believe these ideas are illegitimate and should be overthrown. Others believe these ideas, while problematic, may be retained but must be reconceived.

The nature of knowledge and the rational subject are two interrelated modern concepts that postmodernists challenge. From the viewpoint of modernity, true knowledge is the product of evidence and reasoned argument. In the case of science, sound empirical methodology aids rational thinking. All individuals regardless of cultural background can learn to exercise reason and recognize when claims are true. True knowledge is certain, universal, and objective. The evidence and conclusions of true knowledge are independent of interpretive frameworks that reflect particular places and epochs or that further the motivations and interests of particular individuals.

According to Jean-François Lyotard, modern knowledge is sustained by what he calls “metanarratives.” A metanarrative is a story people tell to legitimate their pursuits. The metanarrative that legitimates scientific knowledge maintains that science enables humankind to control nature and society and liberate itself from natural vagaries, political oppression, and economic want. Like all metanarratives, this one appeals to certain values, including progress, individual self-determination, and emancipation from natural and human-made bonds. Metanarratives presume that the values they espouse are self-evidently good and are shared by all. As Lyotard puts it, metanarratives tell “grand” stories and engage in “totalizing” thinking. The tendency to assume that modern values and beliefs are universal distinguishes modernity from other epochs, Lyotard claims.

In Lyotard's view, “incredulity toward metanarratives” summarizes the postmodern attitude toward modernity in general and toward modern science in particular (Lyotard, 1984, p. xxiv). Nuclear disaster, environmental erosion, and the systematic suffering and extermination of certain populations in the name of science have contributed to the postmodern suspicion that scientific knowledge is not as benevolent or as innocent as its metanarrative purports. Postmodern incredulity toward metanarratives also is fueled by ideas that question the modern tendency to assume that its values and beliefs are universal and unifying.

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