The Clarity and the Ambiguity in Postmodern Pedagogy

Rafed Shenan

Abstract
Many mistakenly assume that philosophers, divorced from the rich human experiences, merely decorate their ideas with fanciful notions. While philosophy permeates various human sciences, its influence is particularly profound and vibrant in education. Such misconceptions dissolve upon realizing that education is, in fact, an applied branch of philosophy. Indeed, in the West, the term "pedagogy" denotes the philosophy of education or the science of teaching methods, distinct from "Education", which refers to abstract learning or instruction. Consequently, Western philosophies have broadly influenced teaching principles, educational and curricula policies, and learning methodologies, recognizing the pivotal role of education in the advancement and development of nations and societies. This article seeks to highlight the pedagogy of postmodern philosophy, which has informed the design of educational practices in the West. It cautions against the uncritical adoption of this model by other nations, particularly Muslim societies, where its globalization and generalization disregards culturally specific values and standards. Alarmingly, this extends to the imposition of particular curricula and the elimination of others in some Muslim countries. Regrettably, certain intellectuals within the Islamic world advocate for unrestrained intertextuality with Western educational approaches.

Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)