Pleading for a Postmodern Pedagogy
Rohart, Jean-Daniel
Pleading for a Postmodern Pedagogy - 2013.
55
Today’s school still operates on anthropological foundations mostly established in the nineteenth century (Gilbert Durand). The educational values of “Modernity” are oversaturated. The school system and its participants become the victims of an abnormal functioning: Promethean, progressionist, and virtue-based. School culture, delivery of knowledge, and discourses on the educational institution are experiencing an unprecedented crisis. Under these circumstances, it has become imperative not to suggest an umpteenth reform but to reconsider the act of teaching on completely new anthropological bases. Inspiration should be taken from Michel Maffesoli’s work on postmodernism as well as Jungian anthropology. The educational institution must adjust to modern-day paradigms (Jung) and foster the growth of postmodern teaching. In the process, school can again become delightful.
Pleading for a Postmodern Pedagogy - 2013.
55
Today’s school still operates on anthropological foundations mostly established in the nineteenth century (Gilbert Durand). The educational values of “Modernity” are oversaturated. The school system and its participants become the victims of an abnormal functioning: Promethean, progressionist, and virtue-based. School culture, delivery of knowledge, and discourses on the educational institution are experiencing an unprecedented crisis. Under these circumstances, it has become imperative not to suggest an umpteenth reform but to reconsider the act of teaching on completely new anthropological bases. Inspiration should be taken from Michel Maffesoli’s work on postmodernism as well as Jungian anthropology. The educational institution must adjust to modern-day paradigms (Jung) and foster the growth of postmodern teaching. In the process, school can again become delightful.
Réseaux sociaux