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This conference presentation is offered as a prolegomenon, or introduction, to a paper and research project. The issues of whether prolegomena are modernist explanatory devices and whether postmodern prolegomena are possible are discussed. The paper proposes a research inquiry into "postmodern teaching" initiated through the metaphor of conversations. The idea of conversations epitomizes postmodernity, as they are based in language; relational to persons, locations, and times; interpretive; and open-ended. Groups of persons engaged in conversations about teaching and teaching reform are recorded as they talk about their work. What teaching looks like depends on the conception of teaching from which any teacher begins. Themes and concepts from these recordings frame the analysis (modernism) and disrupt it, pushing and interrupting boundaries (postmodernism). Various analyses of teaching have explored structural, linguistic or semantic, epistemological, and ethical dimensions. These modernist analyses utilize attention to language and to particular forms of logical inquiry to explain the meaning of teaching. Three other concepts characterizing modernist analysis include lucidity, progress, and emancipation. Postmodern teaching is characterized by the contingencies of situation, position, and relation; dissonance; fallibility; irony; and humility. (Contains 25 references.) (JDD)

Descriptors: College Instruction, Connected Discourse, Discourse Analysis, Educational Philosophy, Elementary Secondary Education, Epistemology, Ethics, Higher Education, Inquiry, Instruction, Interpersonal Communication, Linguistics, Modernism, Postmodernism, Semantics, Teaching Models

Autor: Stone, Lynda

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7298&id=ED379272

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