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Some educational theorists have adopted the pragmatist perspectives―Dewey’s pragmatism, Rorty’s neo-pragmatism, and West’s prophetic pragmatism―for the understanding of education before the 1990s. In additon to the pragmatist pluralism, the Foucauldian perspective has drawn educational theorists to the issue of subjectivity and power. They have introduced and made the best use of Foucault’s concept of the subject in terms of power and discipline. As discussed so far, the pragmatist pluralism and the Foucauldian subjectivity and power are well positioned as the postmodern educational perspectives in educational research studies.
On the other hand, Lyotard has analyzed knowledge in terms of performativity, resulting from diverse ideas: Austin’s performativeness, Wittgenstein’s language games, and Luhmann’s system. While Austin and Wittgenstein influence Lyotard to embrace the rule-bound/following principle in his perspective on knowledge, Wittgenstein and Luhmann shape a framework/game/system in Lyotard’s performative system. Accordingly, just as Luhmann’s system is a social system implicated in autopoiesis, allowing a hierarchical/horizontal networking in social system beyond the boundary, Lyotard’s performative system also is a framework of performativity, fluidity, and connectivity.
Once a foreign value system infiltrates across the boundary of a nation state, it makes the value system of the host nation state powerless. As the educational system is also networked, so the foreign value system of education beyond the national boundary influences and deteriorates it immediately. No one value system can avoid the sudden impact, when having any contact with other foreign value systems. Lyotard’s performative system can function as the framework which wards off an impending crisis the local system confronts. In this operative mechanism of the framework, the local system must maintain its independence in order to meet such a crisis by adopting the different rules from performativity and fluidity from those of the different rules from those of the global system. If so, on the local level, the postmodern system of education can work well in accordance with the operative process of the framework. By operating within the framework, the postmodern educational system will not succumb to the onslaught of global (or imperialistic) educational projects. Therefore, it is hoped that Lyotard’s performative system as a framework could help us to encounter and grasp what is happening in the highly changing, fluid, and networked world now and years to come.
On the other hand, Lyotard has analyzed knowledge in terms of performativity, resulting from diverse ideas: Austin’s performativeness, Wittgenstein’s language games, and Luhmann’s system. While Austin and Wittgenstein influence Lyotard to embrace the rule-bound/following principle in his perspective on knowledge, Wittgenstein and Luhmann shape a framework/game/system in Lyotard’s performative system. Accordingly, just as Luhmann’s system is a social system implicated in autopoiesis, allowing a hierarchical/horizontal networking in social system beyond the boundary, Lyotard’s performative system also is a framework of performativity, fluidity, and connectivity.
Once a foreign value system infiltrates across the boundary of a nation state, it makes the value system of the host nation state powerless. As the educational system is also networked, so the foreign value system of education beyond the national boundary influences and deteriorates it immediately. No one value system can avoid the sudden impact, when having any contact with other foreign value systems. Lyotard’s performative system can function as the framework which wards off an impending crisis the local system confronts. In this operative mechanism of the framework, the local system must maintain its independence in order to meet such a crisis by adopting the different rules from performativity and fluidity from those of the different rules from those of the global system. If so, on the local level, the postmodern system of education can work well in accordance with the operative process of the framework. By operating within the framework, the postmodern educational system will not succumb to the onslaught of global (or imperialistic) educational projects. Therefore, it is hoped that Lyotard’s performative system as a framework could help us to encounter and grasp what is happening in the highly changing, fluid, and networked world now and years to come.
목차
Ⅰ. Introduction
Ⅱ. Postmodern Educational Theorists
Ⅳ. Conclusion
Works Cited
Abstract
참고문헌 (27)
참고문헌 신청
1. [학술지(정기간행물)] - Abowitz, Kathleen Knight / 2002 / Heteroglossia and Philosophers of Education / Educational Theory 52 (3) : 291 ~ 302
2. [학술대회논문] - Biesta, Gert J. J / 1995 / From Manipulation to Communication: Communicative Pedagogy and the Postmodern Crisis of the Subject / The 1995 AERA Annual Meeting of American Educational Research Associatio : 1 ~ 17
3. [단행본] - Dreyfus, H / 1983 / Michel Foucault: Beyond Structuralism and Hermeneutics / U of Chicago P
4. [학술지(정기간행물)] - Edwards, Richard / 2006 / All Quiet on the Postmodern Front? / Studies in Philosophy and Education 25 (4) : 273 ~ 278
5. [학술대회논문] - Flinders, Neil J / 1990 / A Restorationist Views the Modernist/Postmodern-ist Debate / The 39th Annual Meeting of the Far Western Philosophy of Education Society : 1 ~ 13
2. [학술대회논문] - Biesta, Gert J. J / 1995 / From Manipulation to Communication: Communicative Pedagogy and the Postmodern Crisis of the Subject / The 1995 AERA Annual Meeting of American Educational Research Associatio : 1 ~ 17
3. [단행본] - Dreyfus, H / 1983 / Michel Foucault: Beyond Structuralism and Hermeneutics / U of Chicago P
4. [학술지(정기간행물)] - Edwards, Richard / 2006 / All Quiet on the Postmodern Front? / Studies in Philosophy and Education 25 (4) : 273 ~ 278
5. [학술대회논문] - Flinders, Neil J / 1990 / A Restorationist Views the Modernist/Postmodern-ist Debate / The 39th Annual Meeting of the Far Western Philosophy of Education Society : 1 ~ 13
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