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Alternative postmodern perspectives ...

Brackett, Edmund C.

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Alternative postmodern perspectives of higher education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Alternative postmodern perspectives of higher education./
作者:	Brackett, Edmund C.
面頁冊數:	246 p.
附註:	Adviser: Pamela Bettis.
Contained By:	Dissertation Abstracts International60-08A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9942422
ISBN:	9780599440654

Alternative postmodern perspectives of higher education.
Brackett, Edmund C.

Alternative postmodern perspectives of higher education. - 246 p.

Adviser: Pamela Bettis.

Thesis (Ed.D.)--Oklahoma State University, 1998.

Scope of study. The purpose of the study is to examine the evolving postmodern condition, and to consider from alternative perspectives its current impact on, and potential implications for the future of, Western higher education. The primary sources used in the study are the works of the American, Richard Rorty, and the French postmodernist, Jean-Francois Lyotard. Lyotard's The Postmodern Condition: A Report on Knowledge receives special attention.

ISBN: 9780599440654Subjects--Topical Terms:

543175
Education, Higher.

Alternative postmodern perspectives of higher education.
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245 1 0 $a Alternative postmodern perspectives of higher education.
300 $a 246 p.
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500 $a Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2823.
502 $a Thesis (Ed.D.)--Oklahoma State University, 1998.
520 $a Scope of study. The purpose of the study is to examine the evolving postmodern condition, and to consider from alternative perspectives its current impact on, and potential implications for the future of, Western higher education. The primary sources used in the study are the works of the American, Richard Rorty, and the French postmodernist, Jean-Francois Lyotard. Lyotard's The Postmodern Condition: A Report on Knowledge receives special attention.
520 $a Findings and conclusions. Rorty supports Lyotard's characterization of postmodernism as "incredulity toward metanarratives," driven by the rapid development and ubiquity of technology, the "reinvigoration of liberal capitalism," and a growing consumerism---a pervasive societal preoccupation with the consumption of goods and services. Both men further agree that the forces of postmodernism seriously challenge the foundation, and jeopardize the future, of contemporary Western higher education, a fundamentally modernist and science-privileging institution. These changes effectivelly replace human liberation and the unification of knowledge with performativity as the university's primary objective and legitimating authority. Although Lyotard and Rorty share a common vision, their assessment of that vision radically differs. Functioning as a liberal reformist, Rorty wishes to save and strengthen the modern university, although in a significantly altered form, by expanding and strengthening a liberal arts curriculum. Rorty's university relies primarily on books, particularly novels, and is energized by the passion of a liberated faculty. Conversely, Lyotard functions primarily as a postmodern revolutionary to suggest that the modem university and its faculty, because they are obsolete and contribute to the suppression of individual freedom and creativity, be replaced by electronic communication technology. Although no solutions are proposed, the higher education community is urged to consider the arguments offered by Lyotard and Rorty and to become active participants in the modern/postmodern debate.
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