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Journal articles on the topic 'Postmodern educational practices'
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1
English, Fenwick W. "The Postmodern Turn in Educational Administration: Apostrophic or Catastrophic Development?" Journal of School Leadership 8, no. 5 (September 1998): 426–47. http://dx.doi.org/10.1177/105268469800800501.
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The impact of postmodernism on educational administration will be catastrophic, i.e., a radical overturning of established thought and practice. The field has been slow in recognizing the full impact of a turning away from the Cartesian mindset of modernistic science. The most significant challenges in educational administration posed by postmodernism are to the concept of a stable knowledge base upon which to determine best or reflective practices, the assumed legitimacy of departments of educational administration as sanctified places to prepare school leaders, and the decoupling of the concepts of leadership from management practice and organizational theory. The postmodern challenge is to move beyond Cartesian logic and modernist traditions to redefine practice.
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Nikkhah, Akbar. "Postmodern Governments and Global Science Education." Journal of Public Administration and Governance 1, no. 1 (June 11, 2011): 71. http://dx.doi.org/10.5296/jpag.v1i1.702.
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The objective is to describe global governments’ responsibilities in making and supporting educational policies for improvements in the public creation and utilization of science. The necessity of the world human populations to be more similarly educated increases. Such a necessity stems from a global demand for timely expansion and effective utilization of new life technologies. Governments play key roles in maintaining publics adequately cognizant of the demand. In addition, governments are increasingly responsible for making new policies that will allow public education sectors to practice refined education programs. Such a global education, most fundamentally, starts from elementary schools and evolves through guidance and high schools, colleges, universities and industrial centers. Governments can foster new education policies in three distinct groups including governors, educators, and learners. The governors include ministers and all related officials and administrative professionals. The educators include science and technology mentors and trainers in schools, colleges, universities, industries, and private and semi-private institutes. The learners, by definition, are those enrolled in academic and non-academic institutions to obtain expertise and excellence in various fields of science and technology. These categories will have their own specified educators who revisit concepts and update members with most recent concepts and practices while reviewing major earlier principles. In the post-modern time, mentors and trainers themselves require frequent timely education to remain most up-to-date and functional. Constant education of educators faces more practical challenges than education of learners. Special courses and sessions are to be developed for governors, educators, mentors, advisors and teachers. It is only with such an interrelated structure that governors and policy makers will most profoundly realize the importance and necessity of adequate public education considerations. Such policies are to be supervised and supported by global sources to ensure practices in different world regions. The more extensive implementation of the policies will lead to more efficient and earlier accomplishment of preset goals. Effectual education of governments on ‘science education policies’ will be a turning point in enabling continual improvements in global science and life qualities.
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Horn, Raymond A. "Promoting Social Justice and Caring in Schools and Communities: The Unrealized Potential of the Cohort Model." Journal of School Leadership 11, no. 4 (July 2001): 313–34. http://dx.doi.org/10.1177/105268460101100404.
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The problem of the efficacy of educational leadership as a promoter of just and caring change in schools and communities is explored in the context of educational leadership preparation practices. An exploration of this problem is based on the premise that despite the use of innovative instructional methods, in most cases current preparation programs merely reproduce the use of modernistic administrative practices and organizational structures. Here, the cohort model is identified as a means to promote just, caring, and relevant educational leadership. After a review of the benefits, drawbacks, and the nature of the use of cohorts in leadership preparation programs, a cohort structure is examined that will prepare educational leaders who are able to promote just and caring change in our postmodern communities.
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Bonilla Medina, Sandra Ximena, and Yolanda Samacá Bohórquez. "Modern and Postmodern Views of Education that Shape EFL Mentoring in the Teaching Practicum." Colombian Applied Linguistics Journal 22, no. 1 (October 31, 2020): 55–68. http://dx.doi.org/10.14483/22487085.14576.
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Educational settings are now characterised by ethnic, cultural, linguistic, sociocultural and epistemological diversity. This article analyses epistemological diversity as an important factor in shaping teacher education programmes. This involved exploring how teacher-educators and student-teachers align themselves or negotiate modern and postmodern views of education. The research employed a narrative analysis-based on a qualitative methodology to discuss the effects of modern and postmodern views of knowledge construction and pedagogical action during the English Teaching practicum at a state university in Bogota. The findings suggest that, even though teacher-educators and student-teachers position themselves with discourses of generational change regarding conceptions of knowledge construction, there is a tendency to shape practices based on the ideals of fixed-defined generations (e.g. old, young) who have fixed views of education (old/traditional, young/contemporary) which consequently give particular shapes to pedagogical actions.
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Ohrlander, Kajsa. "Challenging Essentialist Discourses on Children's Self-Identities: ‘The Child’ in Cultural Radicalism and Revolutionary Practices in Sweden in the 1960s and 1970s." Contemporary Issues in Early Childhood 6, no. 3 (September 2005): 269–82. http://dx.doi.org/10.2304/ciec.2005.6.3.7.
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This article tries to understand, by using some poststructural tools, practices with children that were performed by a Left action group in Sweden in the 1960s and 1970s. Modernist resistance discourses of enlightenment and liberation from obedience, silence and innocence can be seen as being produced, together with postmodern acts of unfolding and deconstructing a unified and essentialist child subject. It finds those non-essential child subjects created in the unpredictable dramaturgy of happenings and actions, and in the decentred spread of talks, tasks and modes of addressing. It makes the point that by analysing how new discourses of childhood were lived out, acted on and performed rather than found in ideological debates, it is possible to add new understandings of changes in child discourses in the 1970s. The article stresses the open-endedness of those practices, and their relation to the creation of new rooms and spaces. It suggests something of a paradox: that the moving and changing of child subjectivities was produced within practices where collectivity was the priority.
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Dantley, Michael E. "Rewriting Narratives and Leadership Vision through a Postmodern Imagination: A Spiritual Imperative to Leading African American Schools." Journal of School Leadership 15, no. 6 (November 2005): 673–85. http://dx.doi.org/10.1177/105268460501500605.
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This article asks educational leaders to imagine schools from a postmodern perspective in order to address the issues specifically germane to black children in public schools. In fact, this article challenges current as well as prospective school leaders to adopt a radical approach to perceiving schools so that the inequities and undemocratic practices in these institutions may be uncovered and dealt with. All of this is initiated through a spirit of resistance and radical reconstruction aimed at creating schools that are more effective in facilitating crucial education for African American and impoverished students.
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Knight, Linda. "Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 306–16. http://dx.doi.org/10.2304/ciec.2008.9.4.306.
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This article is a study of the arts in early childhood as a way of learning, for both children and their teachers. The author suggests that drawing can be a powerful tool for collaborative approaches to pedagogy. When teachers draw with children, pathways of communication can be opened, and the collaborative exercise can trigger processes of transformation for both adult and child. In order to present challenges to more traditional, hands-off pedagogical practices in arts education, this article is an account of reflexive arts pedagogies, and how they can work to improve communication and understandings between adults and children. Within the educational contexts of Australian preschooling and primary schooling, the author examines the process of collaborative drawing, and how this can enable a process of transformation. Her analysis, and the accompanying examples of reflexive practices, combine complementary lenses, socio-cultural and postmodern, that she sees as working in harmony to produce new possibilities, in arts education in particular, and, more broadly, in early childhood education.
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Lugg, Catherine A. "“Why's a Nice Dyke like you Embracing this Postmodern Crap?”." Journal of School Leadership 18, no. 2 (March 2008): 164–99. http://dx.doi.org/10.1177/105268460801800203.
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In this article, I present a historical overview of the queer rights movement in the United States, from the late 1940s to today, weaving snapshots of my own life into the narrative, from living in the closet to being totally out, both personally and professionally. Because I was closeted at the beginning of my career my research agenda did not initially address issues of queer rights. Instead, my central focus was U.S. political right-wing movements in general and the Protestant Right in particular and how they worked to shape educational politics and policy. I also illustrate how intersectional and multidimensional analyses can uncover the ways that shifting/multiple identities shape the policies and practices of U.S. public schooling by drawing on the work of scholars and activists who acknowledge the intersections and multidimensionality of our constructed and assembled identities (Francisco Valdes, Darren Lenard Hutchinson, Kenji Yoshino and Riki Wilchins). I also draw from the earlier work of social scientist Erving Goffman, who examined how stigmatized populations navigated their social worlds. I conclude this article by exploring the notion of differentiated citizenship and what mplications it may hold for public school policy and the politics of education.
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Brigham, Frederick J., and Lewis Polsgrove. "A Rumor of Paradigm Shift in the Field of Children's Emotional and Behavioral Disorders." Behavioral Disorders 23, no. 3 (May 1998): 166–70. http://dx.doi.org/10.1177/019874299802300301.
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This article is a response to David Elkind's “Behavioral Disorders: A Postmodern Perspective” (this issue). We suggest that Elkind's claim that a paradigmatic shift has occurred in the field of emotional and behavioral disorders is unwarranted, since multiple paradigms influence this area rather than a single monolithic view. Furthermore, we point out that Elkind's argument lies outside of the framework for understanding scientific paradigms proposed by Thomas Kuhn. Finally, we argue that postmodernism lacks the intellectual coherence and heuristic integrity necessary to qualify as a paradigm. We therefore find postmodernism without merit in advancing our understanding of emotional and behavioral disorders, clarifying issues facing the field, or improving practices.
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Dahal, Niroj, Bal Chandra Luitel, and Binod Prasad Pant. "Teacher-Students Relationship and its Potential Impact on Mathematics Learning." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 35–53. http://dx.doi.org/10.3126/mefc.v4i4.26357.
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This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.
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Mostert, Mark P., James M. Kauffman, and Kenneth A. Kavale. "Truth and Consequences." Behavioral Disorders 28, no. 4 (August 2003): 333–47. http://dx.doi.org/10.1177/019874290302800405.
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Ideas influencing teacher education and services to children with disabilities in schools have palpable, far-reaching consequences. Recently, several authors have taken special education to task for relying on practices established through the tenets of Western science, proposing the antidote of postmodern thought to redress the alleged positivistic failure of special education. While using the obtuse rhetoric of power relations, oppression, and the denial of disability, they offer little to address what teachers should do in classrooms. We briefly address and comment on some issues they raise and conclude that what these postmodernists have to offer is a regrettable step backward in the discourse surrounding what it means to educate and support people with disabilities.
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Fromme, Johannes. "Socialisation in the Age of New Media." Media Education: Stand der Medienpädagogik im internationalen Raum 11, Media Education (January 17, 2006): 1–29. http://dx.doi.org/10.21240/mpaed/11/2006.01.17.x.
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Media education is a comparatively young specialisation within educational science. It acts on the assumption that in modern (or postmodern) societies human's relation to the world is largely mediated by technical media. To act pedagogically therefore has to be conceived and understood as acting in a world shaped by information and communication technologies. Based on this media education addresses three different problems. First it tries to analyse and critically reflect on socio-cultural forms and practices of media usage in order to assess the social as well as individual relevance of technically mediated perception and communication. Second it tries do develop scientifically founded concepts for the practice of media education in order to foster people's media skills and media literacy. Third it tries to develop concepts for media didactics, that is for a methodical application of technical media in order to support teaching and learning processes.
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Bevzenko, Lyubov. "The crisis of education, modern sociocultural transformations and the changing of everyday educational practices." Filosofiya osvity. Philosophy of Education 23, no. 2 (December 27, 2018): 100–117. http://dx.doi.org/10.31874/2309-1606-2018-23-2-100-117.
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The crisis of education occupies a significant place in a number of crisis problems, which are particular indicated, in the jubilee report of the Club of Rome (April 2018). The main conclusion from this report is: “The old world is doomed, the New World is inevitable.” The article makes an attempt to find a logic in which one can understand the essence of this transition from the “doomed” to the “inevitable” world (the New Cultural Era), in particular, in the plane of educational transformations.
The methodological choice of finding the answer to this question lies in the plane of a systemic, non-linear and interdisciplinary view of social and cultural dynamics, which suggests that there is a certain meta-parameter that sets the essence of the phase (crisis) transitions in these processes.
As such a parameter, it is suggested to consider those typical basic experiences of the world that correspond to the main cultural epochs of the Western cultural range (Tradition, Modernity, Postmodern). A Quintessence of it can be described in terms of a person's experience of the relationship “I am - the World”. It is justified that in such conceptual frameworks it is logical to expect from the New Era the domination of the paradoxical individualistic-holistic experience of the World: I acutely realize myself as individuality, but at the same time it experiences its unity with the World, I belong to the World and create it simultaneously.
In support of the reliability of such a forecast, the available points of growth of such a perception of the world are indicated, which take place in our sociocultural realities - the volunteer movement, playback theater, experimental schools (live school, game), the Internet as a parallel social reality and self-organizing communities that arise there . It emphasizes the value ambiguity of such cultural transformations and the need to track them not at the formal and institutional level but at the level of social self-organization, life styles, the transformation of everyday practices, in particular, everyday practices in the educational field.
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Duncan-Andrade, Jeffrey M. R., and Ernest Morrell. "Turn up that Radio, Teacher: Popular Cultural Pedagogy in New Century Urban Schools." Journal of School Leadership 15, no. 3 (May 2005): 284–304. http://dx.doi.org/10.1177/105268460501500304.
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Synthesizing literature from critical pedagogy, sociocultural psychology and cultural studies with popular cultural texts and experiences from actual classroom practice, this article conceptualizes the critical teaching of popular culture as a viable strategy to increase academic and critical literacies in urban secondary classrooms. Relying on scholarship that views youth popular culture as a powerful, but often times underutilized, point of intervention for schools, these authors discuss the impact of using youth popular culture to reconnect with otherwise disenfranchised schooling populations. The authors rebut criticisms associated with the teaching of popular culture by showing how teachers can simultaneously honor and draw upon the sociocultural practices of their students while also adhering to state and national standards. Further, the article demonstrates the social relevance, academic worthiness, and intellectual merit of hip-hop artists such as the controversial Eminem and popular film texts such as the Godfather trilogy. They conclude with a call for postmodern critical educational leaders—vigilant advocates for students who are willing to combine academic content knowledge with a commitment to an engaging multicultural curriculum.
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Tytar, Elena. "SPIRITUALITY AS THE BASIS OF MODERN UKRAINIAN IDENTITY." Almanac of Ukrainian Studies, no. 23 (2018): 68–74. http://dx.doi.org/10.17721/2520-2626/2018.23.11a.
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The transformation of spiritual and educational practices in contemporary culture is analyzed. Spirituality is considered as the basis of modern Ukrainian identity. It is proved that Ukrainian post-colonial discourse is not possible without the interaction of the modern and postmodern identity type. This is a critique of the modern and postmodern way of seeing the problem. Cultural and social consequences of the first stage of the information society, the first stage of globalization are: internal fragmentation of the workforce of information producers and the rest; social exclusion of many individuals and entire segments of society. A new stage in the development of identities should consolidate society. It turns out that the dialogic nature of communication forms identity as knowledge of the nature of its own Self, ready to respond to the challenges of the Other, thus not only my identity is formed, but my place in the world, my spirituality, the limits of my values. The modern type of identity is associated with a nation-state, which tries to maximize its influence, the modern type of identity produces a colonial world, where there is a clear division into metropolis and colony, a special type of colonies are internal colonies. In the case of Ukraine, we can see the complex combination of external and internal colonialism, and the particular danger of internal colonialism lies in the fact that it remains unclear to the end who conqueror, but who is subdued. The postmodern identity type in the Slobozhanschyna culture is connected with the rethinking of modernity, it is not so critical, but unifying. Human beings in a globalized world must rely on the renewal of humanistic ideals, a sense of home and security. A new ethics is proposed based on the principles of freedom, democracy and respect for every individuality that extends a new understanding of spirituality in connection with national culture and national outlook.
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Villanueva, Catalina, and Carmel O'Sullivan. "Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy." Scenario: A Journal for Performative Teaching, Learning, Research XIII, no. 2 (December 10, 2019): 71–93. http://dx.doi.org/10.33178/scenario.13.2.6.
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Critical Pedagogy is a philosophy and approach to education which has influenced theory and practice for almost 50 years, most recently in the fields of Applied Drama and performative pedagogy. However, what exactly is understood by Critical Pedagogy in the 21st century is unclear, and whether its roots still align with the ideas and practices of its progenitor Paulo Freire is uncertain. Therefore, this systematic review of literature aims to explore the interpretations of Critical Pedagogy presented in 100 peer-reviewed papers published in recent times. After identifying frequently emergent themes in the selected literature, which are associated with the work of Freire, this paper examines the degree of consensus around Critical Pedagogy’s transformative aim, its associated democratic classroom approaches, and the concepts of conscientization and praxis. Through this analysis, the review distinguishes a number of peripheral discussions that are related to a modern/postmodern debate within the literature. This paper concludes by asserting that there are more points of convergence than of divergence in the various interpretations of Critical Pedagogy available in the articles surveyed. We suggest that the current branching out of Critical Pedagogy has not been rendered devoid of core meanings as an educational tradition, one which holds considerable potential for the field of Applied Drama, and for other forms of performative education.
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Torres Escobar, Adriana Carolina. "Shattering Ethnocentric and Eurocentric Subjectivities in foreign language teaching: A Critical Intercultural Perspective." International Journal for Innovation Education and Research 9, no. 1 (January 1, 2021): 382–95. http://dx.doi.org/10.31686/ijier.vol9.iss1.2912.
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The complexity and essence of languages and cultures are unique. People live in culturally built niches based on beliefs, subjectivities, skills, and practices resulting from symbolic and material inheritances passed down from generation to generation. Throughout the qualitative, documentary, and hermeneutical research, it has been feasible to identify that postmodern society has reified the human being. People are considered a means of production and consumption. Besides, the dominant groups impose languages and cultures that they label as prestigious, ignoring that every person is unique and has ideas, values, principles, religions, languages, unrepeatable cultures. This article will describe the process of subjectivation and its relationship with 'technologies of power,' which enforce thoughts, self-concept, and behavior abstractly, subtly, and invisibly. The research results depict that some authors define the English language as dominant, imperialistic, and homogeneous. The article goes further than intellectual elaboration about English language teaching and proposes that educational institutions should be sites where students actively adopt an intercultural, analytical, and critical thinking approach. That way, students learn to discover their identities, value pluralism, research the causes and consequences of domination processes, and are open to diversity without acquiring ethnocentrism or xenophobic ideologies. The article contests neutrality and absolutism in education. It views schools as cultural and political arenas where teachers should support students to understand reality with arguments and reflection, building a more democratic and proactive society. Thinking about education from a humanistic and ethical approach and holding transformative social action in classrooms respond to the chaotic and uneven prevailing world.
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Ribeiro, Talita Miranda, and Giovane Nascimento. "O novo aluno." Texto Livre: Linguagem e Tecnologia 8, no. 1 (July 31, 2015): 51–61. http://dx.doi.org/10.17851/1983-3652.8.1.51-61.
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RESUMO:Na história da existência do homem, percebe-se que o sujeito, de acordo com sua época, vem se transformando até chegar ao contexto presente do século XXI. Do Sujeito do Iluminismo centrado, unificado, rígido, passando pelo Sujeito Sociológico interacional – eu, o outro e a sociedade –, flexível, até chegar ao Sujeito Pós-Moderno, atual, flutuante, em construção, demandado por representações culturais. É com base neste último sujeito, contemporâneo, que propomos neste trabalho uma análise dos indivíduos, hoje interligados às novas tecnologias, junto à instituição escolar. O presente estudo aborda questões que se referem ao novo aluno e ao novo professor que a atualidade, com seus avanços tecnológicos, vêm transformando. Aponta-se, ainda, a necessidade de se repensar as práticas educacionais, que parecem já não atender com êxito à realidade atual da escola. PALAVRAS-CHAVE: Escola. Novas Tecnologias. Contextualização. Aprendizagem Significativa. ABSTRACT:In the history of man's existence is perceived that the subject, according to his age, has been transformed to reach the present context of the XXI century. Subject-centered, unified, disk Enlightenment, through interactional Sociological Subject - I and the other society, flexible, until the Postmodern Subject, current, floating in construction, defendant cultural representations. Based on this last subject we propose in this paper an analysis of the reality of these individuals, now linked to the new technologies, with the school institution. This study addresses issues that relate to the new student and new teacher that today with its technological advances are transforming. It highlights the need to rethink educational practices, it seems that no longer meet successfully the current reality of the school.KEYWORDS: School. New Technologies. Contextualization. Meaningful Learning.
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Tsvykh, Volodymyr, and Dmytro Nelipa. "Contemporary Theory of Public Administration in the USA: from Post-Bureaucracy Paradigm by B. Armajani and M. Barzeley to Postmodern Concept by Ch. Fox and H. Miller." Bulletin of Taras Shevchenko National University of Kyiv. Public Administration 11, no. 1 (2019): 53–61. http://dx.doi.org/10.17721/2616-9193.2019/11-6/7.
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The purpose of the article is to study comprehensively the content of the leading newest concepts in the field of public administration in the United States, identify their basic features, as well as clarify key characteristics of the contemporary American theory of public administration. The study used a set of logical methods (synthesis, analysis, inductive method, etc.) and such general scientific approaches as system, structural-functional and bibliographic ones. The article presents a systematic study of modern theory of public administration in the United States, analyzes the leading concepts, reveals their essence, principles and features. In particular, the principles of transition from bureaucratic to post-bureaucratic management, developed by B. Armajani and M. Barzeley, are analyzed; ten principles of entrepreneurial government by T. Gaebler and D. Osborne; the content of recursive practices, due to which the construction of reality takes place, including public and political, based on the scientific views of Ch. Fox and H. Miller; the essence of R. Denhardt's new civil service, which relies on the instruments of direct democracy and recognizes public activity above market instruments in the context of achieving public interests; main directions (managerial, political and legal) of integrated public administration by D. Rosenbloom; argumentation of P. Nutt and R. Backoff regarding the expediency of using strategic management in public administration. The key characteristics (trends) of the modern theory of public administration in the US are revealed, namely: debureaucratization; marketization; managerization; servicing; postmodernization. The preconditions and content of these tendencies are identified. The scientific novelty of the article is to conduct a thorough study of the main new concepts in the field of public administration in the United States, as well as to identify general relevant characteristics of the American theory of public administration. The practical significance of the article is related to the possibility of further use of its materials in the educational process, research and practical field, taking into account clear applied orientation of modern theory of public administration in the United States.
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Patterson, Jennifer. "Walking with intangibles: experiencing organisational learning." Journal of Management Development 33, no. 6 (June 9, 2014): 564–79. http://dx.doi.org/10.1108/jmd-04-2014-0036.
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Purpose – The purpose of this paper is to apply experiential learning theory to discuss a UK project-based knowledge transfer partnership (KPT) project between a university and a third sector organisation offering outdoor and experiential education for around 32,000 inner city children annually. It uses different models to critically consider how different experiential paradigms or world-views support different understandings of project experience in the real world. It examines the nature of experiential learning through project experience, applying a phenomenological inquiry to reflect on how experiential learning is valued academically and culturally. It considers environmental influences to balance the relational practices that represent intangible experiential elements in partnership work. Design/methodology/approach – Using a postmodern qualitative methodology, this paper applies different frameworks to narrative, a synthesis of data from the project, an interview, literature and reflection to present a critical consideration of experiential learning constructs. It foregrounds the academic value of ethical subjectivity and as such also presents a reflective Feminist auto-ethnographic praxis grounded in the project. Findings – Experiential learning is critical for human inquiry. Valuing experiential learning methods differently offers ethical applications for facilitating project work and partner relationships. Practical implications – Applied experiential learning theory supports organisational understanding in project work. An ethics of subjectivity places equal value on expertise in its own environment leading to a facilitated rather than a hierarchical transfer of knowledge, critical for project success. The project is financially successful and has wide reaching social and environmental impact. Thinking differently about provision means a substantial number of children beyond those physically visiting the organisation will benefit through teacher training. Social implications – The UK government no longer funds outdoor education. This paper demonstrates the importance of fostering environmental relationships for human identity, to support education for sustainable development and wider societal and environmental understandings. Originality/value – Developed through project process this is a new values-based, environmental, organisational and educational transformational approach to partnership. It is useful in education, working in partnership with businesses and ESD.
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Loewenthal, Del. "The other in educational research: some postmodern implications for educational practice, theory, research and professionalism." Research in Post-Compulsory Education 8, no. 3 (October 2003): 367–78. http://dx.doi.org/10.1080/13596740300200160.
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Lather, Patti, and Elizabeth Ellsworth. "This issue: Situated pedagogies—Classroom practices in postmodern times." Theory Into Practice 35, no. 2 (March 1996): 70–71. http://dx.doi.org/10.1080/00405849609543704.
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Dybicz, Phillip. "Postmodern Social Work: Reflective Practice and Education." Journal of Teaching in Social Work 40, no. 4 (July 29, 2020): 407–9. http://dx.doi.org/10.1080/08841233.2020.1785241.
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Hargreaves, Andy. "Transforming Knowledge: Blurring the Boundaries Between Research, Policy, and Practice." Educational Evaluation and Policy Analysis 18, no. 2 (June 1996): 105–22. http://dx.doi.org/10.3102/01623737018002105.
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This paper explores ways in which the boundaries between educational research, policy, and practice are being—and can further be—blurred in the postmodern age. First, it describes two paradigms of knowledge and how knowledge is used or generated by practitioners: knowledge utilization and teachers’ self-generated knowledge. The distinctions between these two positions, it is argued, are much less clear cut than is commonly claimed. Indeed, I suggest, in a complex, diverse, and rapidly changing postmodern world, the boundaries between university discourse and school-level discourse about education should become more open still. The remainder of the paper exemplifies and analyzes how these different forms of knowledge and discourse in education can be transformed in productive ways. Four practical examples of such transformation drawn from my own research and development work are described. Finally, 10 principles for reinventing the nature of and relationships between knowledge creation and knowledge utilization in education are outlined.
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Kaufmann, J. "Reading counter-hegemonic practices through a postmodern lens." International Journal of Lifelong Education 19, no. 5 (September 2000): 430–47. http://dx.doi.org/10.1080/026013700445558.
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Ryan, Sharon, and Susan Grieshaber. "Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education." Journal of Teacher Education 56, no. 1 (January 2005): 34–45. http://dx.doi.org/10.1177/0022487104272057.
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Ozola, Aija. "Latvian Teachers’ Perspectives on Early Childhood Educational Practice." European Journal of Social Sciences Education and Research 11, no. 2 (June 10, 2017): 332. http://dx.doi.org/10.26417/ejser.v11i2.p332-339.
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The Education Law of Latvia recognizes early childhood education as an educational level in which multi-dimensional development of the child as an individual, strengthening of health and preparation for the acquisition of primary education takes place. Currently, early childhood education is undergoing considerable transformations and transition to a competence-based approach. Teachers’ perspectives serve as significant indicators for analysis of current educational situation and therefore highlight the core areas for enhancing early childhood educational practice. The design of the study is based on qualitative research using data from a survey and focus group discussions. The aim of the study is to identify and analyse teachers’ perspectives on early childhood educational practice. In accordance to the aim, the following research questions were posed: (1) what is early childhood teachers’ personal meaning of good educational practice; (2) what factors could contribute to enhance the early childhood educational practice in future? To identify teachers’ perspectives, a survey was conducted with early childhood teachers implementing curriculum in municipal early childhood education institutions around Latvia. The answers to two open-ended questions as a part of a larger questionnaire were analysed. The in-depth examination of perspectives was reached by implementing several focus group discussions. Data were analysed using the method of qualitative content analysis. The findings revealed wide diversity in teachers’ personal meaning of good educational practice. The issues related to developmental psychology-based learning outcomes and school-readiness still dominate among teachers’ perspectives. Postmodern views on a child emphasizing children’s diversity and uniqueness were often mentioned as well. The factors contributing to good educational practice were categorized into four main areas such as organization of the pedagogical process, teachers’ competences, environment of an early childhood setting, collaboration with parents. In general, Latvian teachers’ perspectives demonstrate readiness for transition to a competence-based approach in early childhood education. However, identified contributing and hindering factors should be taken into account during the process of transformations.
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Weintraub, Roy. "The Bible, Hayden White, and the Settlements." Journal of Educational Media, Memory, and Society 11, no. 2 (September 1, 2019): 45–64. http://dx.doi.org/10.3167/jemms.2019.110203.
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In recent decades, the impact of postmodern approaches to history teaching has triggered an extensive worldwide debate that accommodates diverse and contrasting voices. This article examines how the education system of Religious Zionism, one of the most important ideological movements in Israel, copes with this issue. This inquiry, which is based on Peter Seixas’s conceptualization, analyzes the system’s history curriculum, its latest textbooks, and an array of lesson plans. The analysis reveals a complex method of coping with postmodernism, including the adoption of clearly postmodern attitudes at the declarative level and the neutralization of their influence in practice.
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Maynard, Mary. "Feminism and the Possibilities of a Postmodern Research Practice." British Journal of Sociology of Education 14, no. 3 (January 1993): 327–21. http://dx.doi.org/10.1080/0142569930140308.
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Beckett, David. "Book Review: The Modern Practice of Adult Education: A Postmodern Critique." Australian Journal of Education 41, no. 3 (November 1997): 310–13. http://dx.doi.org/10.1177/000494419704100309.
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Elkind, David. "Children with Special Needs: A Postmodern Perspective." Journal of Education 180, no. 2 (April 1998): 1–16. http://dx.doi.org/10.1177/002205749818000202.
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This article describes and analyzes changing concepts of childhood and of special needs education in what the author sees as two distinct eras: the modern, from the seventeenth century through the Second World War, and the postmodern, beginning in the middle of the twentieth century. Tracing and evaluating theories, views, and discoveries of a host of scientists and philosophers from Hobbes to Freud to Erikson, David Elkind defines the postmodern era as the time when childhood was reinvented, and submits that this reinvention included children with physical special needs. The philosophical/scientific shift to inclusionism has been largely responsible for the passage of legislation that insures a free and public education for all children. It has resulted in the reinvention of classroom organization (mainstreaming); the development of the concept of individually appropriate practice; and the broadening of the classification of conduct and emotional disorders.
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Lysenko, S. Yu. "Studying Problems of Art Interpretation in Music at University of Culture." Higher Education in Russia 27, no. 7 (July 31, 2018): 124–29. http://dx.doi.org/10.31992/0869-3617-2018-27-7-124-129.
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The necessity of scientific understanding of the problem of the classical heritage representation and interpretation in contemporary artistic practice has now become particularly relevant. There are certain difficulties in studying the problem of artistic interpretation closely connected with creation of categorical apparatus. It became clear that traditional Art studies using conventional conceptual system are not ready for up-to-date reading of the classical heritage and there are no clear criteria for assessment of the topical artistic solutions for classics, especially in musical theatre. The range of interpreters’ methods are rather wide – from authentic reconstructions to free stage variations and games with author’s meanings. In modern conditions the methodological apparatus of art studies should be revised, and accordingly the content of specialized courses for students of institutes and universities for Arts should be updated. It is apparent that postmodern discourse influences on the organization of the educational process and pedagogical technologies selection for teaching at educational institutions for Arts. The author views deconstruction not only as an art method but also as a research strategy for text analysis. Postmodern strategies orient pedagogues and students to use dialogue, permanent interpretation, multidimensional, uncompleted approaches to artistic products.
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Kincheloe, Joe, and Shirley Steinberg. "A Tentative Description of Post-Formal Thinking: The Critical Confrontation with Cognitive Theory." Harvard Educational Review 63, no. 3 (September 1, 1993): 296–321. http://dx.doi.org/10.17763/haer.63.3.h423221226v18648.
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In this article, Joe Kincheloe and Shirley Steinberg critique and challenge the reductionist conceptions of intelligence that underlie cognitive developmental theory. The authors formulate a post-Piagetian cognitive theory that is informed by and extends critical, feminist, and postmodern thought. By delineating the features of what they refer to as a "post-formal" way of thinking, the authors provide practitioners with a framework for reconsidering both curricular and pedagogical practices.
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Masson, Gisele. "The Relationships Between the Postmodern Agenda and the Bases of Teacher Education Policies in Brazil." education policy analysis archives 19 (July 10, 2011): 19. http://dx.doi.org/10.14507/epaa.v19n19.2011.
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This paper attempts to show the relationships between the Postmodern agenda and the bases of initial teacher education policies in Brazil. After describing the assumptions of the postmodern agenda, it describes the bases of initial teacher education policies and shows the main problems of the influence of the postmodern agenda on initial teacher education. The topic of this essay is relevant to the field of education policies, since initial teacher education can contribute either to the reproduction of a pragmatist/utilitarian education or to the construction of an education project according to the working class interests. With regard to the methodology, this research was based on the historical and dialectical materialism and used bibliographical and documentary sources. This study made it possible to conclude that since the 1990’s teacher education policies in Brazil have adapted to pragmatic, relativistic and subjectivist ideas, especially by praising the epistemology of practice, considering the concept of reflective teacher and the logic of competences. The postmodern agenda has many points in common with teacher education policies regarding the emphasis on local, ephemeral and short-sighted actions, whereupon social reality is seen as fragmented, multifarious, fluid and plural rather than as an integral unity. Within the context of teacher education, this can be clearly observed in the fragmentation of actions, projects, resources and educational entities, in contrast to a consistent and integrated proposal, which is what a policy of State and nation should be.
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Ensslin, Astrid. "Reconstructing the deconstructed - hypertext and literary education." Language and Literature: International Journal of Stylistics 13, no. 4 (November 2004): 307–33. http://dx.doi.org/10.1177/0963947004046283.
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In this article I endeavour to connect two major achievements of postmodernism which, at first glance, may appear incompatible: deconstruction in literature and literary criticism on the one hand and constructivism in educational theory and practice on the other. Subverting traditional literary values such as authorial integrity and power, linearity and logic of plot, consistency of character, the distance between the reader and printed text as well as, above all, the death of the author, poststructuralism has long been recognized as a rather embattled concept. This is due to its evasiveness and hence relative inapplicability to literary criticism and pedagogy. Venturing to overcome this dilemma, the article will investigate the implications of educational constructivism. The chief aim is to link some of its concepts with postmodern literature in such a way as to facilitate didactic methodology in the field of poststructuralist literature. Literary hypertext- the so-called incarnation of postmodern literary theory - will be used as a stereotypical example of poststructuralist evasiveness. The article proposes that literary hypertext has considerable educational potential. Not only does the genre invite subjectcentred pedagogy, which allows students to learn according to their own interests and prior knowledge, but, paradoxically, it also defies the unviability of poststructuralist literature by resurrecting the dead author in collectiveness. The proposal will be illustrated by a case study report, describing the implementation of literary hypertext in an undergraduate German creative writing classroom.
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Alloway, Nola. "Early Childhood Education Encounters the Postmodern: What do We Know? What Can we Count as ‘True’?" Australasian Journal of Early Childhood 22, no. 2 (June 1997): 1–5. http://dx.doi.org/10.1177/183693919702200202.
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In both the academic community and the community at large there has been much talk about the impact of postmodernism on particular fields of study and on our ways of thinking about issues. Very little consideration has been given to how postmodernist thinking potentially impacts on early childhood education. This paper looks at how postmodernist thinking can disrupt traditional beliefs about child development and appropriate practice by asserting a more critical and sceptical approach to knowledge and truth statements. Postmodernism opens out the possibility for multiple points of view, for a plurality of voices to be heard. When taken on board, the impact of postmodernism can be simultaneously daunting and liberating. Early childhood educators need to understand the basic tenets so that they are not left out of the debate.
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Firsov, Mikhail V., Anastasia V. Karpunina, Anna A. Chernikova, Dmitriy A. Dontsov, Margarita V. Dontsova, and Liudmila V. Senkevich. "Social work in Russia in the context of paradigm changes." LAPLAGE EM REVISTA 7, no. 3B (September 23, 2021): 381–88. http://dx.doi.org/10.24115/s2446-6220202173b1563p.381-388.
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The article determines the main trends in the development of theory and practice of social work and the education system in the conditions of modern Russia. The specific characteristics of the transition of practice from social patronage to individual work are revealed, the problem areas in Russian social work in the context of further development of the profession, theory, and the multilevel model of education are identified. The article examines approaches to the problems that are taking shape within the paradigm of social work and appear to be characteristic of the new stage of its institutionalization. The authors focus on the main contradictions within the Russian model of social work associated with the crisis of the social patronage model, the postmodern challenges of cognition theory, and new trends in the educational system.
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Capper, Colleen A. "Critically Oriented and Postmodern Perspectives: Sorting Out the Differences and Applications for Practice." Educational Administration Quarterly 34, no. 3 (August 1998): 354–79. http://dx.doi.org/10.1177/0013161x98034003005.
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Roberts, Peter. "Performativity, Big Data and Higher Education: The Death of the Professor?" Beijing International Review of Education 1, no. 1 (March 22, 2019): 73–91. http://dx.doi.org/10.1163/25902547-00101008.
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In his classic work, The Postmodern Condition: A Report on Knowledge, Jean-Françios Lyotard prophesised the death of the age of the Professor. Writing at the end of the 1970s, Lyotard could see that in contexts where knowledge was regarded as a commodity, and where the question of truth was becoming subservient to the question of what sells, the importance of university teachers would increasingly be questioned. In the decades that followed the publication of The Postmodern Condition, many of the trends observed by Lyotard have become cemented in policy and practice. This paper argues that while the age of the Professor is not yet dead, it is dying – slowly but steadily, in a manner that is more evident in some fields than others. Given the dominance of economic goals in shaping educational agendas, the triumph of the performativity principle, and the obsession with measuring and marketing almost everything, support for scholars in the humanities in particular has been progressively eroded. This process of dying is, however, by no means complete, and a rebirth of the age of the Professor, perhaps in a slightly different form, remains a possibility that should not be ruled out.
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Vaughan, Kathleen. "Pieced Together: Collage as an Artist's Method for Interdisciplinary Research." International Journal of Qualitative Methods 4, no. 1 (March 2005): 27–52. http://dx.doi.org/10.1177/160940690500400103.
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As a visual artist undertaking doctoral studies in education, the author required a research method that integrated her studio practice into her research process, giving equal weight to the visual and the linguistic. Her process of finding such a method is outlined in this article, which touches on arts-based research and practice-led research, and her ultimate approach of choice, collage. Collage, a versatile art form that accommodates multiple texts and visuals in a single work, has been proposed as a model for a “borderlands epistemology”: one that values multiple distinctive understandings and that deliberately incorporates nondominant modes of knowing, such as visual arts. As such, collage is particularly suited to a feminist, postmodern, postcolonial inquiry. This article offers a preliminary theorizing of collage as a method and is illustrated with images from the author's research/visual practice.
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Allen, Katherine R., and Kristine M. Baber. "Ethical and Epistemological Tensions in Applying A Postmodern Perspective to Feminist Research." Psychology of Women Quarterly 16, no. 1 (March 1992): 1–15. http://dx.doi.org/10.1111/j.1471-6402.1992.tb00236.x.
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We examine tensions that arise in applying postmodernism to feminist research. First, we consider epistemological tensions generated in the process of deconstructing existing knowledge and constructing new knowledge that benefits women. Second, we examine six ethical issues that reflect the tensions in feminist practice as we attempt to justify the dialectic between knowledge and power. In keeping with a postmodernist perspective, we pose these six issues as questions: Is feminist postmodernism “postfeminist”? Does postmodernist language mystify feminist practice and goals? Are qualitative methods more feminist than quantitative ones? Must feminists have a liberatory purpose in their research? Is the personal too personal? Whose aims are served, feminists or their collaborators? We conclude that by adopting a postmodern feminist perspective, we can embrace the struggle between knowledge and practice rather than privilege one over the other.
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Grace, Andre P. "Where critical postmodern theory meets practice: Working in the intersection of instrumental, social, and cultural education." Studies in Continuing Education 19, no. 1 (January 1997): 51–70. http://dx.doi.org/10.1080/0158037970190102.
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SKRTIC, THOMAS M., and WAYNE SAILOR. "School-Linked Services Integration." Remedial and Special Education 17, no. 5 (September 1996): 271–83. http://dx.doi.org/10.1177/074193259601700503.
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This article considers the implications of the school-linked services integration reform movement for professional practice and discourse in the fields of special and remedial education, as well as for the broader political goal of democratic transformation in america. although we see the services integration policy agenda as an important vehicle for addressing a variety of interrelated social and educational problems associated with the transition to a postmodern society, we argue that it hasn't been adequately theorized in terms of the methods of discourse and value orientation necessary to achieve its explicit and implicit goals. we begin with a discussion of postmodern theorizing in which we identify pragmatism as providing the appropriate method and value analytic framework for realizing the goals of the school-linked services integration movement and the broader aim of democratic transformation. then, we consider some key examples of the school-linked services integration concept, noting their affinity with those of school restructuring and inclusive education reform efforts'in education, as well as the affinity of all three reform movements with the democratic principles of voice, participation, and inclusion. we highlight these democratic themes to show that, in a broad sense, inclusion embodies the new cultural logic of postmodernity.
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Gärtner, Stefan. "Education through and to love - Sexuality as a source of conflict in German pastoral care of youth and the possibilities of practice in sex education." Journal of Youth and Theology 2, no. 2 (January 27, 2003): 93–103. http://dx.doi.org/10.1163/24055093-90000117.
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The climate in German Catholic pastoral care of youth with regards to sex education is in a sorry plight. This is due to the fact that the conflicts of the past are still very much alive. At the same time, however, there is a positive potential for development in this field of pastoral care of youth. This is especially significant, because friendship and sexuality are such important themes for children and young people. Indeed, pastoral care of youth will have to take into account their special life situation and the changed social context. Individualised, postmodern society offers a large number of sexual options. Against this background, we will end by outlining some fundamental perspectives for sex educational concepts in pastoral care of youth, in which teaching them to love and the ability to form relationships is central.
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Lewis, Tyson E. "Walter Benjamin’s radio pedagogy." Thesis Eleven 142, no. 1 (September 3, 2017): 18–33. http://dx.doi.org/10.1177/0725513617727891.
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This paper investigates the unique educational relevancy of Walter Benjamin’s radio broadcasts. While much has been written about Benjamin’s approach to both children’s literature and children’s theatre, his own pedagogical practice as a radio pedagogue remains largely marginalized in these discussions. In order to address this gap in the literature, I focus on the implications of shifting from the largely visual world of children (celebrated in color illustrations) to the auditory world of radio. Through a careful reading of the radio scripts, I argue that a perceptual alteration unique to the sonic medium of radio jumpstarts historical thinking in children. The following pedagogical principles which I extract from the radio broadcasts support and enhance this mode of historical materialist education. In conclusion, the article argues for the ongoing relevancy of Benjamin for thinking through the pedagogical implications of new information technologies within a postmodern era such as podcasts.
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Lather, Patti. "Troubling Clarity: The Politics of Accessible Language." Harvard Educational Review 66, no. 3 (September 1, 1996): 525–46. http://dx.doi.org/10.17763/haer.66.3.6qxv1p081102560g.
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In this article, Patti Lather addresses the call for accessibility and plain speaking within academic writing. She argues the non-innocence of transparent theories of language, and explores the relationship between academic theoretic authority and feminist practices of writing, a relationship that contributes to social change. In the first section, Lather focuses on the politics of language. She grounds her arguments in feminist and postmodern theory, including the ideas of Derrida, Spivak, Benjamin, and Nietzsche, particularly Nietzche's concept of a text that constructs an audience "with ears to hear." In the second part of the article, Lather reflects on her own experimental approach to writing up research. She discusses the process of creating her book, Troubling Angels, a multiply coded text on women, AIDS, and angels. Lather opens up possibilities for displaying complexities through her experiments with multivoiced text that moves through different registers and that speaks to multiple audiences.
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Polovina, Nada, and Dragan Vesic. "The perspective of pre-school teachers and parents on the development of initiative, cooperation and creativity at preschool age." Zbornik Instituta za pedagoska istrazivanja 49, no. 2 (2017): 213–33. http://dx.doi.org/10.2298/zipi1702213p.
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The starting point of the paper is a conceptual model which unites the concepts of initiative, cooperation and creativity (the ICC model) in the context of the postmodern visions of the desirable changes in educational practice at preschool institutions. Considering the immediate relevance of the opinion of preschool teachers and parents for the affirmation and support of the changes in educational practice, we examined their beliefs and assessments of the meaning, significance and possible personal contribution to the development of initiative, readiness for cooperation and creative behaviour in children. Preschool teachers (N=86) and parents (N=108) of the children who attend the preschool facilities of Belgrade municipality filled in the questionnaire containing open-ended and close-ended questions. The obtained data were analysed both quantitatively and qualitatively. Research results indicate that preschool teachers and parents hold the widely accepted traditional notions of indicative aspects of initiative, cooperation and creativity. Preschool teachers ascribe the greatest developmental significance to the development of cooperation among children, which is assessed as a field in which they can provide the greatest personal contribution. This is an important difference compared to parents, who ascribe greater developmental significance to developing initiative in children. A slightly larger number of parents than preschool teachers assessed as significant the balanced development and support to initiative, readiness for cooperation and creative behaviour. The concluding part of the paper discusses the implications of the match/mismatch between the conceptualisations of the ICC model and the beliefs of preschool teachers and parents, as well as the potential of the ICC model to enhance the quality of practice in preschool education.
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Kardelienė, Laimutė. "Purposefulness of Physical Education Teachers as a Determinant of Their Pupils’ Objective Position in Physical Education Activities in Postmodern Society." Pedagogika 124, no. 4 (December 2, 2016): 206–15. http://dx.doi.org/10.15823/p.2016.63.
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The peculiarities of youth way of living show that great deal of attention should be paid to the rapid change of interests in physical education activities during their leisure time as well as a school subject. Physical education teachers, as professionals, are deliberately trying to create a pleasant study atmosphere. Furthermore, the pupils show appreciation for the teacher’s ability to sustain a positive outlook towards physical education activities. Professional purposefulness of a teacher must be assessed in order to consolidate a personal education approach. Therefore, a research question is formulated: which type of professional purposefulness is dominant amongst physical education teachers? Research object – a subjective self-evaluation of physical education teachers’ purposefulness. Research aim – to evaluate physical education teachers’ professional purposefulness as means of increasing pupils’ positive outlook towards physical education activities. Methods. An independent sample was constructed. A scale of 21 statements was used to evaluate teachers’ educational purposefulness and professional competences that describe it. Conclusion. A comparative analysis of data, revealing physical education teachers’ professional purposefulness, and attitude towards physical education classes has shown that teachers who practice goal-oriented purposefulness, compared to those of situational purposefulness, tend to be more creative during classes and more concerned with the importance of physical education in the curriculum. Connections of research variables show that goal-oriented purposefulness teachers are more physically active during their leisure time, are more optimistic about their current life stage and are more successful at creating an educational environment during their classes.
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Kowalczyk-Marcjan, Małgorzata. "Idea integracji sztuki z życiem w praktyce pedagogicznej (na podstawie badań młodzieżowych zespołów artystycznych)." Kwartalnik Pedagogiczny 62, no. 4 (246) (February 7, 2018): 152–59. http://dx.doi.org/10.5604/01.3001.0010.8436.
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At the time of postmodern deconstruction in thinking about aesthetic education, the concept of prof. Irena Wojnar on the integration of art with daily life is still valid. In the 1980s and 1990s, the legitimacy of prof. Wojnar’s theory were our studies of amateur artistic teams from youth vocational schools in Gorzów Wielkopolski, Lublin, Kraków, Andrychów, Koronowo, Kołobrzeg. Despite various profiles of the schools such as: mining, metallurgy, medicine, gastronomy, railway, amateur creativity was developed within the three following stages: (1) social meetings functioning instrumentally; (2) workshops enhancing the autonomy of art; (3) formation of a lifestyle that shapes the hierarchy of values. The integration of art with daily life is not limited to the past: Młodzi i teatr (‘Youth and the Theatre’) report prepared by the Malta Festival Foundation in Poznań (2013) shows its usefulness in the educational practice. Together with defining the typology of audience and the conditions for dissemination of the theatre, it emphasises the need for a broader cultural participation in the debate on art creation within the new social environment.
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Nemtsev, Mikhail. "On Professional Self-Determination of Philosophy Teachers in Russia." Ideas and Ideals 13, no. 1-1 (March 19, 2021): 24–41. http://dx.doi.org/10.17212/2075-0862-2021-13.1.1-24-41.
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In the beginning of this paper, the author presents a critical analysis of “The Carnival Time: Russian High School and Science in the Postmodern Era” by P. A. Orekhovsky and V. I. Razumov who scrutinize ongoing degradation in Russian science and education. This crisis is a local variation of deep global crisis (described among others by B. Readings (1996)). Their article represents such a particular feature of humanities in Russian higher educational institutions, as systematic lack of attention to personal educational interests of students that unavoidably leads to certain monologicity. Before now, there has been gnoseological inequality between teachers and students. Thereby, objectives and content of education were predetermined. Global crisis of education is grounded by factual disappearance of this inequality. However, one can appreciate new possibilities for philosophy teachers to live on according to their professional self-determination. In the second part of the article, it is proposed to evaluate the situation from the standpoint of dedicated philosophers for whom teaching is the most appropriate way to fulfill their professional self-determination. Philosophy is a unique profession, where it is barely impossible to separate professional thinking of a philosopher from the practice of teaching Philosophy. To teach philosophy is to philosophize. In this paper, the author considers the term ‘self-determination’ as creation of general value grounds of the philosophy teachers’ practical (everyday) activity, which provides every professional activity with justification as reasonably necessary to establish these values. Self-determination establishes a bridge between personal ethics and everyday practical life decisions. In order to implement their self-determination, philosophers need educational situations. Therefore the main proposition of this paper is that philosophy teachers have a chance to take advantage of the ongoing situation if they develop self-determination and explore educational interests of prospective students.