Postmodernism and educational style. Clarifying discussions

• Author: Oana Alina Bota
• Position: Transilvania University of Brasov
• Pages: 189-196

Bulletin of the Transilvania University of Braşo v

Series VII: Social Sciences • Law • Vol. 12(61) No. 2 – 2019

https://doi.org/10.31926/but.ssl.2019.12.61.2.1

POSTMODERNISM AND EDUCATIONAL STYLE.

CLARIFYING DISCUSSIONS

Oana Alina BOTA1

Abstract: In the context of all the changes that we feel so acute, from

societal level to the individual one, a fresh and updated conception of what

education means today is required. Those who offer education (schools,

teachers, and mentors) have to respond to the demands imposed by

contemporary life, marked by increasing globalization and diversity, conflict

and instability, etc. It is natural to believe and to promote the idea that post-

modernization of the school (an idea that is not exactly new) will bring about

those fundamental changes in the teachers' conceptions and, changes that

are so expected and even urgent. This idea of post-modernization of the

school will facilitate the resuscitation of education, considered so necessary

in the conditions in which the confusion and lability of the system are

"insight". This paper proposes two analyses. First, one of the elements that

characterize post-modern education. The second analysis captures specific

aspects of the dynamics of the structural elements of the educational style,

considered a possible revitalizing factor of the educational phenomenon.

Key words: educational phenomenon, post-modern education, teacher.

1. Introduction

It is understandable that in postmodern time (which includes two related, but

distinguished terms: postmodernity and postmodernism) the general objectives of

education are those of forming and developing an integral individual, who will show

critical thinking and creativity, objectivity and flexibility, to produce quality knowledge,

useful and sustainable, to develop, by all possible means, the individual and social

identity, by creating a transformation society in which the individual transforms himself.

In spite of all the academic discourses that indisputably demanded the necessity and

the assumption of the postmodern in education, viewed not only as a sum of ideas, a

way to theorize, but also a way to practice, education "has remained largely immune to

this trend and there is little outside the work of critical and feminist pedagogy that

relates postmodern ideas to the processes and structures of education or that examines

these in the light of postmodern developments in so ciety and culture "(Martin, 2003, p. 1).

1 Transilvania University of Braşov, oana.bota@unitbv.ro