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The philosopher Jürgen Habermas, a prominent critic of philosophical postmodernism, argued in his 1985 work The Philosophical Discourse of Modernity [j] that postmodern thinkers were caught in a performative contradiction, more specifically, that their critiques of modernity rely on concepts and methods that are themselves products of modern ...
Postmodern philosophy is a philosophical movement that arose in the second half of the 20th century as a critical response to assumptions allegedly present in modernist philosophical ideas regarding culture, identity, history, or language that were developed during the 18th-century Age of Enlightenment.
Postmodernity (post-modernity or the postmodern condition) is the economic or cultural state or condition of society which is said to exist after modernity. [nb 1] Some schools of thought hold that modernity ended in the late 20th century – in the 1980s or early 1990s – and that it was replaced by postmodernity, and still others would extend modernity to cover the developments denoted by ...
Clifford Geertz, considered a founding member of postmodernist anthropology, [1] advocates that, “anthropological writings are themselves interpretations, and second and third order ones to boot” [2] In the 21st century, some anthropologists use a form of standpoint theory; a person's perspective in writing and cultural interpretation of ...
Postmodernism has received significant criticism for its lack of stable definition and meaning. The term marks a departure from modernism, and may refer to an epoch of human history (see Postmodernity), a set of movements, styles, and methods in art and architecture, or a broad range of scholarship, drawing influence from scholarly fields such as critical theory, post-structuralist philosophy ...
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture. [1] It insists that issues of social justice and democracy are not distinct from acts of teaching and learning. [2]
Theories of the Postmodern: 55–66. Surrealism Without the Unconscious: 67–96. Spatial Equivalents in the World System: 97–129. Reading and the Division of Labor: 131–153. Utopianism After the End of Utopia: 154–180. Immanence and Nominalism in Postmodern Theoretical Discourse: 181–259. Postmodernism and the Market: 260–278.
Postmodern political scientists, such as Richard Ashley, claim that in these marginal sites it is impossible to construct a coherent narrative, or story, about what is really taking place without including contesting and contradicting narratives, and still have a “true” story from the perspective of a “sovereign subject,” who can ...