Argues that a curriculum with art as a foundation and theoretical base (1) questions the everyday, especially the conventional; (2) helps educators look at the world from a multitude of perspectives; (3) helps individuals discover the depth of their experiences; and (4) teaches students to think, feel, and actively engage the world around them.…

States several postmodernist currents of thought have rejected the modernist faith in a stable, autonomous self (and the natural culture it inhabits) as a pernicious fiction. Argues for a dialectical view of self and culture, exploring the weaknesses of both modernist and postmodernist models through an analysis of "Dances with Wolves,"…

Draws on the work of an eclectic group of thinkers to present a range of perspectives that inform, complicate, and contest efforts to "teach freedom." Illustrates the many ways that postmodern theorists use to explore the tensions of politics and pedagogy and the commitments that underlie some of their projects. (SLD)

Presents an interview with Jean-Francois Lyotard, which provides insight into many concerns, including his views on culture, feminism, postmodernism, and writing. Explains Lyotard's belief that philosophy and inquiry ought to pursue perpetual questions as opposed to "answers" or mastery of a subject. (TB)

Examines the contradiction between S. Crowley and L. Faigley, who suggest that postmodernism has eliminated any role for linguistics in composition studies, and M. Nystrand, S. Greene, and J. Wiemelt, who maintain that research inspired by M.A.K. Halliday and M. Bakhtin promises to restore linguistics to a central place. (TB)

States that recent developments in critical organization studies suggest that feminist theory and research provide an additional domain of inquiry. Explores the intersection of feminism and postmodernism and its potential value for organizational communication studies. Suggests the concept of gendered rationality as a useful way of framing this…

Draws on John Dewey to address an impasse in composition studies concerning the state of the agent in writing. Attempts to negotiate a middle ground between the theoretical extremes of the foundationalists' autonomous individualism and postmodernists' agentless subjectivity. (TB)

Responds to the postmodern tendency to remove responsibility from the writing act by giving ultimate agency to the reader. Develops through Kenneth Burke an ethic of writing, an attitude toward language and language use that returns agency to the writer while still recognizing that he or she is acted upon by language. Describes a methodology to…

Responds to the Witkin's (1993) comparison of family social work and family therapy. Argues that family social work and family therapy share important commonalities, and challenges Witkin's characterization of family therapy as outdated. Characterizes family therapy as having contributing important writings about gender and culture. (JPS)

Discusses the concept of post-modernism and relates it to the field of instructional technology. Topics include structuralism; semiotics; poststructuralism; deconstruction; knowledge and power; critical theory; self-concept; post-modern assumptions; and potential contributions of post-modern concepts in instructional technology. (Contains 80…

Presents a debate between traditionalist ideas from Xin Lin Gale and postmodern ideas from Cheryl Glenn and Susan Jarratt. Quotes Gale who says that you cannot have it both ways, foundational and antifoundational: using the historical evidence to champion Aspasia while at the same time "reclaiming" her from the biases of those very documents.…

Describes and compares two counseling approaches, Responsive Therapy and Motivational Interviewing. Although they have similarities, Responsive Therapy claims to allow integration of active interventions from a variety of theory bases, while Motivational Interviewing has a cognitive-behavioral base. States that both serve as viable alternatives to…

Considers how a modern author succeeds in giving new life to traditional motifs and patterns. Discusses the first book by Carol Hughes, "Toots and the Upside Down House." Discusses the practice of adopting patterns and motifs of literary traditions. Considers features of postmodernism and biographical implications in her work. (SC)

Discusses significance and impact of writings by University of Chicago scholar Joseph J. Schwab on the field of curriculum, focusing on his article "The Practical: A Language for Curriculum" (School Review; v78 n1 p1-23 1999). (PKP)

Theoretical and empirical traditions of vocational psychology are an important resource and should be complemented by emerging perspectives such as postmodernism and qualitative methods. This would increase the field's ability to speak to diverse audiences and improve the relevance of research. (Contains 32 references.) (SK)