Abstract

Jean-Francois Lyotard (1979) theorized that one of key differences between modern and postmodern thought is the understanding of ―metanarratives‖ (see pp. xxiii-xxv). These metanarratives are the grand narratives that legitimate thoughts and actions that are directed toward bringing to pass this overarching idea. Grand narratives attempt to organize and explain great masses of events and multiple schools of thought that otherwise may appear to be unrelated. Following that, Lyotard compared what he believed to be the metanarratives of the modern versus the postmodern eras and the effect of that difference on human beings in our time. In this paper I will discuss the meanings of Lyotard‘s argument for contemporary adult educators and suggest ways of thinking about our work that may help us face some of the more difficult of those challenges

Creative Commons License


This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Share

COinS
 
Jun 1st, 10:00 AM

Confronting the Postmodern Malaise: Embracing Education as “Rhizome”

Jean-Francois Lyotard (1979) theorized that one of key differences between modern and postmodern thought is the understanding of ―metanarratives‖ (see pp. xxiii-xxv). These metanarratives are the grand narratives that legitimate thoughts and actions that are directed toward bringing to pass this overarching idea. Grand narratives attempt to organize and explain great masses of events and multiple schools of thought that otherwise may appear to be unrelated. Following that, Lyotard compared what he believed to be the metanarratives of the modern versus the postmodern eras and the effect of that difference on human beings in our time. In this paper I will discuss the meanings of Lyotard‘s argument for contemporary adult educators and suggest ways of thinking about our work that may help us face some of the more difficult of those challenges