Notes that little has appeared in the literature on the relations of the postmodern intervention to the work of rhetoric past and present. Argues that the advent of the postmodern challenges the historiographic method of most histories of rhetoric. Argues that the historian of rhetoric is engaged in cultural politics that cannot be avoided. (RS)

Responds to comments on a previous article on metaphysics and educational technology that also included a visual parable. The nature of meaning is discussed; the relationship between author, text, and reader is examined; and the binary opposition inherent in technology are considered. (LRW)

Explains postmodernism and discusses the role of postmodernism as it relates to educational technology and various paradigms for educational technology. Highlights include the systems approach to instructional design and the relationship between the psychological paradigm of constructivism and the aesthetic paradigm of poststructuralism. (15…

Describes the author's postmodernist approach to teaching legal writing. Discusses how, in their examination and critique of contradictory models, students discover that good legal writing depends on the context: the writer/purpose/audience matrix. (SR)

Proposes a solution to the learning paradox (how learning develops from prior learning) that is based on the work of C. Peirce and J. Dewey. Ideas, as opposed to schemas or postmodernist discourse, are viewed as the real carriers of meaning. Abduction offers the best chance of coming to terms with the paradox. Contains 78 references. (Author/SLD)

Seven articles comment on the proposed resolution of the "learning paradox" of how people make meaning and learn from prior learning. The reviewers find much of merit in the proposed reliance on the work of J. Dewey and C. Peirce, but they criticize many aspects of the paper, especially its brief treatment of the learning paradox itself.…

Focuses on books by Brown, Dowling, and Davis that constitute significant and substantial attempts to broaden and deepen the nature of discourse about, and activities in, the field of mathematics education. (ASK)

Illustrates how intelligibility works in postmodern educational research, discussing how postmodern critiques shift the meaning and significance of the concept of relativism. Explains how the concept can be interpreted in one way within a particular set of conditions and entirely reworked in another. Criticizes omissions in Constas' 1998 typology…

It is essential for higher education to interpret its institutional goals. This essay facilitates that task by clarifying the intellectual rationale of the postmodern challenge, highlighting the success of that rationale, and arguing that the interrelated critiques of rationalism, realism, and foundationalism show that the modern university…

Argues that the trend in composition scholarship to interrogate how gender, race, ethnicity, and power relationships manifest themselves in discursive practices is, in effect, a move toward the ethical, toward understanding the encounter with the Other. Suggests that postcolonial theory gives composition scholars the vocabulary they need to…

Explores how the idea of method shapes the self-understanding by which many educational researchers make sense of their work. Compares the modern "methodological" approach to educational research with the premodern style of philosophizing. Shows how some important questions about the future of educational research begin to emerge from…

In a postmodern world, experiential learning is located within a powerful consumerism offering illusions of choice. A framework of cultural theory and psychoanalysis suggests that experiential learning requires a holistic cultural psychology of human agency to transcend the narrow vocationalist discourse of lifelong learning. (Contains 41…

Makes a case for using postmodern concepts in the reflection stage of action research. Offers ways for a dialog between action research and postmodernism: common critique of knowledge and power, the notion of discontinuity, narrative as a form of discourse, and Foucault's analysis of power. (SK)

Presents an abstract for a planned session on historical perspectives on encyclopedism, from 17th century initiatives to modern thought. Presentations include: "Concepts of Encyclopedia and the Organisation and Retrieval of Knowledge: Historical Perspectives" (W. Boyd Rayward); "Encyclopedism at the End of Modernity" (Mikel…

Critiques a commentary on an article that examined the "posts" perspectives (poststructuralism, postmodernism, and postcolonialism) in furthering an anti-oppressive education in the core disciplines, exploring three different ways to read the commentary (reading with insistence, reading for resistance, and reading beyond), and suggesting…