A blend of postmodern and reconstructionist philosophy would enable vocational education to prepare individuals to achieve their full potential. Implications for adult vocational education include broad-based, integrative, holistic curricula; traditional empirical methods blended with postmodern ones; appeal to multicultural populations; and…

Analyzes, from a postmodern perspective, the nature of knowledge and its implications for general education. Argues that knowledge is not universal but rather highly localized and dependent upon social conditions. (22 references) (JDI)

Argues that the erosion of the foundations of enlightenment thought has produced different consequences in first, second, and third world countries. Reviews meanings of postmodernity in Latin America, the modern/postmodern debate in education, views on postmodernism, and what postmodernism offers to and demands from educators. (DSK)

Investigates commonalities between creative processes and features of an impending "postmodern" age. Postmodern consciousness, it is argued, heralds an era of renewed creativity, partly because the fractured view of the self it promotes, with its emphasis on paradox and irony, appears well-equipped to encourage creative expression. (Author/CR)

Suggests that future research in language and social interaction should (1) focus on studies of media or mediated discourse as forms of social interaction as one broad group; and (2) engage in the flow of postmodernist discourse. (Author/VWL)

Argues that postmodern language theory offers useful insights into long-standing writing problems encountered by writing instructors. Discusses a postmodern view of language, how language shapes reality, the contributions of Jacques Derrida, and deconstruction and composition. Applies these ideas to two pedagogical ideologies, and suggests some…

Notes the contribution of an earlier article to a geographic study of composition; extends that contribution by using concepts from postmodern geography to explore how spaces/places are socially produced through discourse and how these constructed spaces can then deny their connections to material reality or mask material conditions. Interprets…

Urges compositionists to reframe Writing across the Curriculum (WAC) to reach beyond university boundaries. Reviews calls for an expanded conception of WAC, describes a program that carries writing instruction and literacy research beyond university boundaries, and suggests problems and benefits that may accompany this change of orientation for…

States that a number of college literature and composition teachers have shown that they care intensely about ethical issues, although they express themselves in the language of postmodernism rather than that of traditional ethics. Claims the traditional ethical goal of building "character" can be harmonized with the postmodern effort to build…

Comments on Mark Blum's essay on the history of the interpretation of history. Applauds Blum's attempt but draws out problems associated with his argument's grounding in the philosophy of Edmund Husserl and John Toews. Concludes by discussing a new historicism and a need for a postmodern turn in historical interpretation. (DSK)

Emancipatory adult education resisted dominant forces by contesting their control of space and time. New technologies of speed enable dominant forces to control workers and consumers at a distance. Adult education must shift its understanding of the world from modern to postmodern categories to confront these new forms of dominance. (SK)

Explores how modernist paradigms (empiricism, rationalism, positivism, humanism, and critical theory) have shaped postcompulsory education. Suggests the potential influence of postmodernism in terms of critiquing modernist views and developing future education and training systems. (SK)

Explores how positivism and empiricism may be distinguished in practice by examining four proposals for writing pedagogy based on behaviorist learning theory. Argues that empiricism offers a viable means of addressing what Douglas Hess has dubbed "the splendid paradox of postmodernism." Suggests several implications for empiricism in…

Using a postmodern framework, two home economics curriculum documents in Canada were analyzed, revealing the continued influence of modernist values that fragment knowledge and exclude different ways of knowing and being. The documents reflect confusion about the purposes and values of home economics education. (SK)

Defines postmodernism and explores underlying philosophic assumptions. Ponders the usefulness of postmodern considerations for educational administration. Examines implications of postmodern thought for educational practitioners, highlighting "harmonious" practices such as reflection, conversation, affirmation, invitation, and commitment…