Title: Learning Theories/Post-Modern Theories - Wikibooks, open books for an open world
Headings: Learning Theories/Post-Modern Theories
Learning Theories/Post-Modern Theories
Contents
Overview
Defining causality (What causes shifts)
Cultural shifts (How it occurs)
The current debate (The basic definitions of PoMo)
Case studies & workplace examples

Content: al. ( 2003), postmodernists challenge "the conventional wisdom, routines, static meanings, and axioms of 'normal' science, thereby exposing knowledge to non-dogmatic forms of thought" (p. 44). One can see how this philosophy has become embraced in academia and one could argue that it is the primary modus operandi in many institutions of higher learning, especially in philosophy and the humanities. The postmodern approach to learning is founded upon the assertion that there is not one kind of learner, not one particular goal for learning, not one way in which learning takes place, nor one particular environment where learning occurs (Kilgore, 2001). Kilgore (2001) makes several assertions about the postmodern view of knowledge: Knowledge is tentative, fragmented, multifaceted and not necessarily rational. Knowledge is socially constructed and takes form in the eyes of the knower. Knowledge is contextual rather than “out there” waiting to be discovered. Hence, knowledge can shift as quickly as the context shifts, the perspective of the knower shifts, or as events overtake us. The label of postmodernism defines a shift in culture that occurs over time.