Review on Postmodernist reading of knowledge developments with emphasis on Lyotard's view and its requirements for curriculum elements.

Subject Areas : Research in Curriculum Planning

hadi ghaderyani ¹ , irandokht fayyaz ² , mostafa ghaderi ³ , akbar rahnama ⁴

1 - PhD student in Philosophy of Education, Allameh Tabatabai University
2 - Associate Professor, Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University
3 - Assistant Professor of Curriculum Planning, Faculty of Psychology, Allameh Tabatabai University
4 - Assistant Professor, Department of Humanities, Shahed University

Received: 2021-10-02 Accepted : 2022-07-19 Published : 2022-05-22

Keywords: Knowledge developments, Postmodernism, Lyotard reading of knowledge, curriculum elements,

Abstract :

The present article aims to answer the question of what the attitude towards knowledge will entail for the elements of the curriculum and examines the evolution of science from the perspective of postmodernism with emphasis on Lyotard's perspective. Method: This study is a critical discourse, a qualitative approach that was done with a systematic review method. The statistical population was all writings and articles related to postmodernism and curriculum that were selected with a purposeful Gabri sample and with Persian and English keywords from 2004 to 2018. Findings: It has been shown that according to Lyotard, he had scientific knowledge, claim to freedom, liberation and progress; In practice, however, with technological development, it distanced itself from the above ideals and neglected its literary and aesthetic aspects by reducing its various aspects to a small extent. The requirements of this view of knowledge for curriculum elements, resulting in results such as: attention to critical education and doubt in accepting educational content as non-historical, neutral, separate from value and power, attention to plurality and lack of focus in education and looking at the program A lesson is a contract between educational actors and countering the commercialization of knowledge.

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