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In social theory, a metanarrative (also master narrative, or meta-narrative and grand narrative; French: métarécit or grand récit) is an overarching narrative about smaller historical narratives, which offers a society legitimation through the anticipated completion of a (as yet unrealized) master idea.
The Postmodern Condition: A Report on Knowledge (French: La condition postmoderne: rapport sur le savoir) is a 1979 book by the philosopher Jean-François Lyotard, in which the author analyzes the notion of knowledge in postmodern society as the end of 'grand narratives' or metanarratives, which he considers a quintessential feature of modernity.
In this influential work, Lyotard provided the following definition: "Simplifying to the extreme, I define postmodern as incredulity towards metanarratives". [ 145 ] [ i ] By "metanarratives", Lyotard meant such overarching narrative frameworks as those provided by Christianity , G. W. F. Hegel , and Karl Marx that unite and determine our basic ...
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The term is most frequently used in pedagogy, the study of education. Dominant narratives are often discussed in tandem with counternarratives. This term has been described as an "invisible hand" that guides reality and perceived reality. [2] Dominant culture is defined as the majority cultural practices of a society. [3]
Critical consciousness, conscientization, or conscientização in Portuguese (Portuguese pronunciation: [kõsjẽtʃizaˈsɐ̃w]), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in neo-Marxist critical theory. Critical consciousness focuses on achieving an in-depth ...
This involves, for example, an incredulity towards the metanarrative of human emancipation. That is, the story of how the human race has set itself free. That brings together the language game of science, the language game of human historical conflicts, and the language game of human qualities into the overall justification of the steady ...
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.