What might this look like in a classroom setting?
"Modern" Ways of Knowing
- Also referred to as Positivism or Traditional ways of knowing
- Era began approximately in the 16th Century
- Well-accepted in the fields of science and technology
- Dominant in the construction of North American Education
Do you notice similarities between these Post Modern perspectives and other theoretical approaches?
"Post Modern" Ways of Knowing
Limitations of the Modern/Post Modern Binary
(Boboc, 2012; Reichenbach, 1999)
- There is no absolute truth, only multiple and subjective interpretations
- Knowledge is socially constructed
- People constitute and are constituted by the cultures we inhabit
- Intuition versus intention
(Boboc, 2012; Dean, Harpe & Lee, 2008; Little, Hartman & Ungar, 2007; Roth, W.M, 2013)
- Can encourage static understandings
- Contesting these as traditional versus progressive methods may only create more confusion and conflict (Robinson, 2001).
- Dichotomy of one versus other (Guterman, 2006).
- Is it possible to have one without the other?
Philosophies of Education are closely tied to Epistemology and Axiology
My Next Steps
An attempt to clear up the ambiguity of
Post Modern Theory
- Further exploration into the origins of Post Modern Theory of education
- When and through whom did this term show up in philosophies of education?
- What is described as "good teaching"?
- How do we know what we know?
- What are our values and how are they constructed?
Drawing from your own experiences in schools...
- How is knowledge constructed in the classroom?
- What are the values that shape school structures and curriculum?
What is a Post Modern Classroom?
So ...
What is a Post Modern Classroom?
The beginnings of my exploration in the Philosophies of Education
Parameters of My Search
- EBSCO's Academic Search Complete and Google Scholar
- Key Words: Post Modernism, Education, Curriculum, Experiential Learning and Creativity
- 21, peer previewed articles
Alex Berry
University of Victoria
Dr. Sibylle Artz
November 17, 2014
References
Thank You!
- Bell, S. (2010). "Project-Based Learning for the 21st Century: Skills for the Future." Clearing House 83(2): 39-43.
- Bereiter, C. and Scardamalia, M. (1997). "Postmodernism, knowledge building, and elementary science." Elementary School Journal 97(4): 329.
- Boboc, M. (2012). The Postmodern Curriculum in a Modern Classroom. International Journal of Education, 4(1), 142-152. Retrieved October 13, 2014, from http://macrothink.org/journal/index.php/ije/article/view/1167
- Dean, M., Harpe, M., Lee, C. (2008). "Making the Familiar Strange." Deconstructing Developmental Psychology in Child and Youth Care. Relational Child & Youth Care Practice, Relational Child & Youth Care Practice. 21: 43-56.
- Dewey, J. (2001). "The educational situation: as concerns the elementary school." Journal of Curriculum Studies 33(4): 387-403.
- Dykstra, J. D. I. (2014). "Radical Constructivism and Social Justice: Educational Implications." Constructivist Foundations 9(3): 318-321.
- Goodley, D. and Runswick-Cole, K. (2012). "Reading Rosie: The postmodern disabled child." Educational & Child Psychology 29(2): 53-66.
- Guterman, J. (2006). A postmodern perspective. In Mastering the art of solution-focused counseling. Alexandria, VA: American Counseling Association.
- Kellett, M. (2004). "‘Just teach us the skills please, we'll do the rest’: empowering ten-year-olds as active researchers." Children & Society18(5): 329-343.
- Keddie, A. and Mills, M. (2008). "Teaching boys: Developing classroom practices that work." Primary & Middle Years Educator 6(1): 11-15.
- Little, A., Hartman, L., & Ungar, M. (2007). "Practical applications of narrative ideas to youth care." Relational Child & Youth Care Practice 20(4): 37-41.
- Lundby, G. (2014). "Creating Different Versions of Life: Talking About Problems with Children and their Parents." Australian & New Zealand Journal of Family Therapy 35(1): 31-45.
- Michael, J. (2006). "Where's the evidence that active learning works?" Advances in Physiology Education 30(1-4): 159-167.
- Ramirez, F. O. and Boli, J. (1987). "THE POLITICAL CONSTRUCTION OF MASS SCHOOLING: EUROPEAN ORIGINS AND WORLDWIDE INSTITUTIONALIZATION." Sociology of Education 60(1): 2-17.
- Reichenbach, R. (1999). "Postmodern Knowledge, Modern Beliefs, and the Curriculum." Educational Philosophy & Theory 31(2): 237.
- Robinson, K. (2001). "Mind the gap: The creative conundrum." Critical Quarterly 43(1).
- Roth, W.-M. (2013). "To Event: Toward a Post-Constructivist of Theorizing and Researching the Living Curriculum as Event*-in-the-Making To Event: Toward a Post-Constructivist of Theorizing and Researching the Living Curriculum as Event*-in-the-Making."Curriculum Inquiry 43(3): 388-417.
- Rudduck, J. and J. Flutter (2000). "Pupil Participation and Pupil Perspective: 'carving a new order of experience'." Cambridge Journal of Education 30(1): 75-89.
- White, M. (2007). Externalizing Conversations. In Maps of narrative practice. New York: W.W. Norton & Co.
Please contact me if you'd like a copy of my reading list.
What is a Post Modern Classroom?