This paper is a response to Michael Apple's paper, "What Postmodernists Forget: Cultural Capital and Official Knowledge." The paper advocates Michael's identification of the current dangers and processes of the growth of new right ideologies in the development of subjectivity, society, and education. The differences in success in the education…

An analysis of Bell's thesis (AA 511 929) which claims that Bell's argument is stated in vague classifications and cliches, and supported by superficial generalization. The author takes issue with Bell's evaluation of postmodernism and the influence of the arts, as well as his rigid distinction between culture and social structure. (Author/JB)

Argues, from a sociolinguistic perspective, that second language (L2) research could usefully engage with some of the debates concerning postmodernity. Suggests that globalization presents an important range of empirical phenomena requiring serious L2 study. Indicates the kinds of linguistic assumptions that ideas about postmodernity draw into…

Reviews modern and postmodern conceptions of the child and associated educational practices. The modern conception conflated the universal biological child with the individual psychological child. Although this dual conceptualization of child nature was probably necessary to the establishment of free public education, it often hinders effective…

Examines a number of specific paradoxical situations found in participative organizations; compares them to the paradoxes found in select Zen stories or koans--each set of stories or examples focuses on one or more aspects of empowerment. Reveals, through narrative analysis, counterintuitive ideas on how to understand and cope with organizational…

Uses a specific poetics of collage to explore the parallels between artistic and written discourse to show that composing a persuasive collage or hypertext requires rhetorical skill. Shows also how this kind of skill is modeled in the work of the American collage artist Joseph Cornell (1903-72). Discusses intertextuality and postmodern…

Postmodern approaches to school-level evaluation by building on the fourth-generation evaluation model developed by E. Guba and Y. Lincoln are suggested. It is argued that this conceptualization of evaluation has particular relevance for development of alternative evaluation practices among stakeholders that can improve the use of evaluation…

Continuing education is exposed to global market forces in that it must relate to changing global workforce structures and demands and is itself a marketable commodity. This allows no simple comparisons between nations or occupations. Preliminary framework for comparative analysis of continuing education encompasses clientele, qualifications,…

The culture of affluent societies in the late 20th century was characterized by French postmodern theorist, Jean Baudrillard, as consisting of "ambient consumerism" in which placement in the social hierarchy depends on acquiring products with a "sign" value conveying messages about status and purchasing power. Discusses…

Examines influences on lifelong learning: (1) the shift toward the postmodern family characterized by consensual love, shared parenting, urbanity, autonomy, and self-esteem; (2) the need for economic, sociopolitical, emotional, and spiritual survival; and (3) the characteristics of postmodern teachers (they are learners, prime communicators,…

Presents a postmodernist critical analysis of the second language acquisition (SLA) theory-building literature as primarily represented in the writings of Beretta, Crookes, Eubank, Gregg, Long, and Schumann. Argues that there is no foundational reason to grant privileged status to the modernist view of SLA espoused by these scholars. (67…

Explores the tendency to deny embodiment in scholarly and pedagogical sites and the related tendency to conflate disembodiment with authority and freedom. Argues that while feminism has a long tradition of examining the body as a material, political site, "new" postmodernist scholarship has tended to "textualize" the body. Examines critical…

Examines the perceived conflict some scientists feel about the philosophy of science becoming a part of the education of scientists worldwide, including physiologists. Contends that the perceived conflict is due mainly to misunderstanding and some flawed reasoning in a few constructivist approaches, and that there is no fundamental conflict that…

Examines the prospects for university adult education from a perspective of postmodernity. Reviews the economic, social, and cultural dimensions of the postmodern condition and implications for understanding knowledge, education, and the role of the university. (SK)

Suggests that Kuhn's and Lakatos' schemes for the philosophy of science have been pervasive metaphors for conceptual change approaches to the learning and teaching of science, and have been used both implicitly and explicitly to provide an organizing framework and justification matrix for those perspectives. Describes four alternative perspectives…