¶ … Post Modernism: A Forced Impact
The objective of this work is to describe a philosophy or philosophies that the writer of this work ascribes to and to explain why specifically incorporating values and beliefs held by the writer. As well, discussed will be the personal philosophy of the writer as it relates to the purpose of education, the student's role and the role of the school in society, locally, nationally, and internationally as well as the role of students and parents as well as teachers and administrators. Also addressed in this study is where ideals are derived from and examined will be development of curriculum and instruction, classroom management issues, school management and administration issues as well as diversity of education and how education can best cope with change. Finally, this work will examine education as an integral part of lifelong learning and who should be in receipt of an education.
Introduction
Schostak (1991) writes in the work entitled "Modernism: Post-Modernism: The Curriculum of Surfaces" the following "the real curricula in this age of mass information have been taken out of the hands of educationists by the great global systems of information processing, image making and attitude forming. The most powerful narratives in circulation that frame experience, provide grist for mass reflection, judgment, appreciation and reasons for action are part of a global industry, generated for reasons of profit, power and control not education. That reforms in education are made by politicians in the name of preparing for the life created by the economic challenges of the new world order at least points which of the two - education or political economy - is really the motivation behind the school curriculum." (p.1) Schostak writes that modernism is "characterized by the generation of 'grand narratives' and Post-Modernism by a plurality of narratives. This is suggestive of differences in the kind of curricular structure that each would employ; and the kinds of 'knowledge', professional competence, role and conception of education that teachers would value." (1991, p.1)
I. Post-Modernism
Jencks (1987) views the architecture of Post-Modernism as "fundamentally the eclectic mixture of any tradition with that of the immediate past: it is both the continuation of Modernism and its transcendence. Its best works are characteristically double-coded and ironic, making a feature of the wide choice, conflict and discontinuity of traditions, because this heterogeneity most clearly captures our pluralism." (Schostak, 1991, p.1) Schostak notes that Jenks views various political economic distinctions underlying the shift from Modernism to Post-Modernism in terms of architecture as follows:
Mass Production To Segmented Production
Relatively Integrated Mass Culture To Many Fragmented Taste Cultures
Control by the Central Government To peripheral decision-making
Manufacture of Identical objects To varying objects
Few styles To many genres
National Consciousness To global with simultaneously local
Identification
Manufacture of goods To manufacture of information.
Therefore, it can be garnered that a modern society that is industrialized is one that is dependent "upon the mass production of objects in a factory" and Post-Modern society is dependent upon "the segmented production of ideas and images in an office." (Schostak, 1991, p.1)
Schostak writes that there is not a good working definition of 'Post-Modern' however, Post-Modern to Schostak
"alludes to the experience or feeling that somehow a change is upon us. The circumstances, the beliefs, the values that gave rise to the Modern age are giving way, are crumbling. The promises of glorious cities composed of great tower blocks amidst great parks, dreamt of by Le Corbusier in his writings of the 1920s and 30s collapsed like the Ronan Point tower block in London, or were later blown up because they had failed to deliver their promises. Science has not delivered utopia. Communism is collapsing and Capitalism has created nightmares in its cities, left millions in poverty, shamelessly exploited third world countries and brought the world to the point of ecological disaster. The belief in inevitable progress as a faith has lost or is at least fatally losing credibility. Perhaps it is experienced as a kind of 'confusion in the ranks' a kind of 'we're going, but where are we going." (1991, p.1)
The changes in schools, according to Schostak were reflections of "the kinds of changes being made in industry." (1991, p.1)
A theme of post-modernism, according to Schostak is "its loss of belief in, or a questioning of the great narratives that have held nations in thrall." (1991, p.1) Post-Modernism is stated to have emerged during the 1960s in what is described as "a time of questioning, a time of pop-cultures, of youth consumerism,...
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