Despite de Beauvoir's language of bifurcations in her writings, she actually initiates a process of deconstructing Cartesian distinctions between the individual and society, past and present, present and future, means and ends, and ethics and freedom. The paper reconceptualizes her book, "The Ethics of Ambiguity," proposing a movement…

According to this document, the postmodern world needs a form of education which does not separate learning from its application to self, but encourages subjective experiencing of the world as self-encounter. The hermeneutical task is not a technical one, solved by logic, but is rather, an aesthetic journey of finding a sense of identity and…

Calls for an understanding of how time interconnects with the classroom by reviewing the interdependence of the space-time continuum, by addressing the role of personal history in influencing teacher-student relationships, and by advocating curricula that connect to the realities of student lives. (SK)

This book provides an introduction to the field of curriculum and instruction development as it relates to emerging postmodern education paradigms. The book discusses such terms as "curriculum development,""postmodernism,""hermeneutics,""paradigm,""chaos theory,""poststructuralism," and…

Since vision, imagination, and a passion for justice are in short supply, educators must transcend traditional technical/rational approaches and create space for artists' prophetic voices to emerge. Empowering the voices of imagination through the arts will help renew the metaphysical dimension of educators' work. (27 references) (MLH)

This paper discusses postmodern philosophical conceptions of time as they might inform educational theorizing, and it challenges the underlying assumptions about time in current educational reform literature, especially the 1994 Report of the National Commission on Time and Learning entitled "Prisoners of Time" (U.S. Department of Education,…

This text provides a comprehensive treatment of curriculum theory and is organized around the concept of Reconceptualization from the institutionalized aim of improving practice incrementally to the goal of understanding curriculum practice and experience from a variety of perspectives. After an introductory chapter, Chapter 2 reviews the history…