Ivy Panda (2022) defines postmodernism as a word used by sociologists and other scholars to refer to the intelligence that has developed in the Western world. It is a view that encompasses a diverse range of ideas, practices, and critical methodologies that can be described as “postmodern.” Barrow & Robbin (1994) describe it as the tradition that manifests itself in dissatisfaction with the usual beliefs of modernity and develops a different method for people trying to find themselves in the world. These definitions point in the direction of postmodernism as an intelligence concerned with predicting and wisely preparing the future. The judgment of this prediction and preparation of the future is derived from current (modern) events, beliefs, standards of living, and theories. Although postmodernism is rightly criticized as a ‘system’ of ideas and a way of understanding contemporary social and cultural trends, it is worth examining the position and status of the curriculum system in postmodern society.
The reason for the proposed investigation arises from the questions raised by the Professional School of Psychology (2021): if there is such a thing as postmodernism, how (if at all) does it affect education? How might education incorporate postmodern ways into the methods used in education today? If postmodernism is evolving in our society and today’s young people are taking this perspective with them into adulthood, what might they demand of the education system in terms of their postmodern views? These questions challenge the community of think tanks and experts in the field of curriculum studies to respond quickly to proactively provide relevant curriculum systems for the envisioned postmodern society. However these questions are answered, the methodology that should be used in implementing a postmodern curriculum system is based on Ceausu,(2018) who argues that postmodern development in education forces the individual to adapt to the modern world with its differences and complexity, with its dysfunctions and shortcomings, in order to find the right solutions and rebuild them. This argument will be the cornerstone in the establishment of the curriculum system in the postmodern society, and this will dictate the constructivist learning theory as a teaching and learning methodology.
The required establishment of the postmodern curriculum system is further subverted by Usher & Edwards (1994) who claim that postmodernism can be a set of ideas or an artistic style. Unlike all other previous eras, postmodernism is highly reflective and aware of its confusing mix of features in an endless array of possibilities. The infinite, limitless, and all-encompassing state of things could potentially use any idea to justify itself in a constantly emerging artistic style, in a world without predetermined references that could threaten rapid change to the point of instability. Similarly, this can be anticipated in education, as Usher & Edwards (2014:1) argue that educational practice has many characteristics that could rightly be called postmodern, even if educational practitioners are reluctant to admit it.
From the above, it is clear that the establishment of the postmodern curriculum system is imminent. This immediacy stems from the inevitability of the arrival of the postmodern society. With its arrival, this society will demand a relevant curriculum system that responds to the social needs of the time. For this reason, Giroux (1992: 58) argues that the teacher-student relationship is constrained by the false notion that the teacher is the only perfect facilitator of industrial goals in rational form, while the student is the perfect learner without creative contribution, something that modern society denies with the intention of preventing a more student-centered curriculum system. This benefited modernism in its effort to “order the chaos, ignorance, and confusion through a ‘Protestant’ mindset” (Jencks, 1986) – a religious zeal to replace the confusion of previous ages with accumulated knowledge and wisdom. In this context, education became the key to social progress, justifying curriculum systems focused on social reconstruction.
In short, the postmodern curriculum argues that a student-centred curriculum is the future of education in the field of educational philosophy. And it argues that the curriculum systems of the world should join the postmodern education revolution by formulating their pedagogy in line with the interests and educational needs of the student, rather than viewing the educator as the master of imparting content while being sceptical that the student is the master of interest in what they want to learn and how. Another argument, perhaps, is that the so-called “perfect machine” that is supposed to replace the role of the educator, as modern society believes through the technological revolution, is a myth…the academic relationship between the educator and the student remains irreplaceable in the midst of an unimaginable technological breakthrough in education.
Thus, Ivy Panda (2022) asserts that the focus of the classroom in postmodern education admits the fact that it is a shift from teacher-centred learning, which is common and widespread in the education system, to student-centred learning. In postmodern education, students learn and interact in a social setting. Thompson (2019) agrees, claiming that while postmodern education is individualised and more diverse, offering students a greater choice of subjects and learning pathways, it can also be expected to be more playful and hyper-realistic, expressing a certain disbelief in metanarratives. This means that, as mentioned by Thompson (2019), an education system could respond to the postmodernisation of society by becoming more consumerist (e.g. by creating an education market), but also by simply becoming more global and teaching students strategies to deal with the new global risks and uncertainties, all of which it can achieve through a relatively modernist, centralised curriculum.
For reasons like those of Thompson (2019), the Personalised Education Curriculum System (PECS) was designed as a curriculum system that is consumerist and focused on global issues that affect international society, starting with South Africa. PECS was developed to be at the forefront of curriculum relevance issues. Just like the birth of postmodernism, PECS is the product of dissatisfaction with the modernist curriculum system in South Africa. PECS is meant to rescue learners from the monstrous curriculum that fails to implement progressivism and provide differentiated learning that suits all learners. Just like progressivism in the past, PECS is a disruptive curriculum system designed to end the confusion around curriculum inconsistencies. PECS is clearly focused on the 50% pass requirement. PECS strives to restore the value and dignity of our education system by adhering to the requirements of society. PECS aims to give students the opportunity to gain an insight into the world of work during their school years. This makes PECS unique and highly relevant in inspiring the education community of our country, South Africa and Africa as a whole. And we believe that the education system can be improved in this way.
Know more about PECS: https://simnandisolutions.co.za/personalized-education/.
Please answer these 3 questions and submit them: https://simnandisolutions.co.za/pecs.
– Questionnaires
Cite this publication: XABA, S.S. (2023). The establishment of the postmodern curriculum system. https://simnandisolutions.co.za/post/.
Bibliography
Ceausu, F. (2018). Education Seen through the Postmodernity „Grid”. Postmodern Openings, 9(1), 22-34. https://doi.org/10.18662/po/03
Barrow & Robin. (1994). Philosophy of Education, Analytic Tradition: In The International Encyclopedia of Education, 2nd edition, Oxford: Pergamon Press.
Professional school of psychology, (2021). Postmordenism and the challenges facing 21st century educators.https://psychology.edu/about/four-models-of-adult-education/postmodernism-and-the-challenges-facing-21st-century-educators/)
Thompson, K. (2019).Postmodernism and Education. https://revisesociology.com/2019/09/25/postmodernism-and-education/. Date of Access: 03 May 2023.
IvyPanda. (2022, April 7). Postmodernism and Education. https://ivypanda.com/essays/post-modern-world/
Giroux, H. (1992). Border crossings: Cultural workers and the politics of education, New York: Routledge.
Usher, R. and Edwards, R.. (1994). Postmodernism and education. London: Routledge