https://doi.org/10.31261/CHOWANNA.2003.20.02
The aim of this article is to introduce the reader to the issues surrounding postmodernism—a cultural phenomenon whose essence eludes traditional formulations and structures—and its influence on the pedagogical sciences. For some, it is a term describing phenomena born out of a crisis in the culture of civilization; for others, it is the designation of a way of thinking about the world that encompasses not only the issues of philosophy, art, or science, but also the social phenomena that shape mass culture. In the 1980s, it became a subject of discussion not only in aesthetics and philosophy but also in the study of science, theology, law, ethics, and pedagogy. It is therefore worth considering whether postmodern discourse can provide grounds for changes in education and upbringing in our country. Equally interesting is the extent to which postmodern discourses can inspire or provoke both theoretical developments and transformative educational practice. Does postmodernism as a new phenomenon at the threshold of the 21st century open up pedagogy to new, future possibilities, or does it perhaps itself become, in relation to its past achievements, a historical, evaluative perspective? It is extremely difficult to identify a direct connection between education and postmodernism. This discourse is still reluctantly subjected to metatheoretical analysis within the field of educational sciences, particularly with regard to its practical applications. Not all of the original and most important works by representatives of this movement have yet been translated into Polish, and there is already a negative reaction to their existing reconstructions, summaries, or local adaptations. Thus, there is no doubt that in our country’s educational policy—even if elements of postmodern thought or practice have appeared—they have certainly not emerged through the efforts of philosophically and pedagogically enlightened representatives among successive governing groups (if one can speak of any such enlightenment at all).
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Vol. 1 No. 20 (2003)
Published: 2025-08-18
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