Comprises set of essays written on and about 'postmodernism' and education. This book considers the 'end' of literature and the beginning of user-generated cultures and the implications of this shift for education and the philosophical model of dialogue that has dominated the humanities in the West.
The Last Book of Postmodernism comprises set of essays written on and about 'postmodernism' and education. It is written in an apocalyptic tone that treats themes of religion and spiritualism, drawing on poststructuralist sources of inspiration, to contrast the present 'postmodern condition' and the philosophical significance and historical influence of Nietzsche's statement 'God is dead.' The book considers the meaning of the 'end' of Christendom and the prospect of global spirituality. It also considers the 'end' of literature and the beginning of user-generated cultures and the implications of this shift for education and the philosophical model of dialogue that has dominated the humanities in the West. It charts the 'end' of philosophy and the rise of 'body' criticism, the promise of the Enlightenment, the relation between education, power and freedom, geophilosophy and the pedagogy of the concept, and the narrative turn as a basis for a new critical language for educational studies. Finally, the book considers post-postmodernism and the 'end' of the linguistic turn in educational theory.
Michael A. Peters is Professor of Education at the University of Illinois at Urbana-Champaign and Adjunct Professor in the School of Art, Royal Melbourne Institute of Technology (RMIT). In addition to editing Educational Philosophy and Theory, Policy Futures in Education and E-Learning and Digital Media, he has written over fifty books, including most recently the trilogy (co-authored with Simon Marginson and Peter Murphy) Creativity and the Global Knowledge Economy (2009) Global Creation: Space, Connection and Universities in the Age of the Knowledge Economy (2010), Imagination: Three Models of Imagination in the Age of the Knowledge Economy (2010) (AESA Critics Book Award 2010); Subjectivity and Truth: Foucault, Education and the Culture of the Self (2008) (AESA Critics Book Award 2009), and Building Knowledge Cultures: Educational and Development in the Age of Knowledge Capitalism (2006), both with Tina (A.C.) Besley.
Über den Autor
Michael A. Peters is Professor of Education at the University of Illinois at Urbana-Champaign and Adjunct Professor in the School of Art, Royal Melbourne Institute of Technology (RMIT). In addition to editing Educational Philosophy and Theory, Policy Futures in Education and E-Learning and Digital Media, he has written over fifty books, including most recently the trilogy (co-authored with Simon Marginson and Peter Murphy) Creativity and the Global Knowledge Economy (2009) Global Creation: Space, Connection and Universities in the Age of the Knowledge Economy (2010), Imagination: Three Models of Imagination in the Age of the Knowledge Economy (2010) (AESA Critics Book Award 2010); Subjectivity and Truth: Foucault, Education and the Culture of the Self (2008) (AESA Critics Book Award 2009), and Building Knowledge Cultures: Educational and Development in the Age of Knowledge Capitalism (2006), both with Tina (A.C.) Besley.
Klappentext
The Last Book of Postmodernism comprises set of essays written on and about 'postmodernism' and education. It is written in an apocalyptic tone that treats themes of religion and spiritualism, drawing on poststructuralist sources of inspiration, to contrast the present 'postmodern condition' and the philosophical significance and historical influence of Nietzsche's statement 'God is dead.' The book considers the meaning of the 'end' of Christendom and the prospect of global spirituality. It also considers the 'end' of literature and the beginning of user-generated cultures and the implications of this shift for education and the philosophical model of dialogue that has dominated the humanities in the West. It charts the 'end' of philosophy and the rise of 'body' criticism, the promise of the Enlightenment, the relation between education, power and freedom, geophilosophy and the pedagogy of the concept, and the narrative turn as a basis for a new critical language for educational studies. Finally, the book considers post-postmodernism and the 'end' of the linguistic turn in educational theory.
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