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Education in a Post‐modern Horizon: voices from Latin‐America
Author(s) -
BuenfilBurgos Rosa Nidia
Publication year - 1997
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192970230108
Subject(s) - modernity , enlightenment , epistemology , sociology , horizon , field (mathematics) , existentialism , late modernity , social science , aesthetics , philosophy , physics , mathematics , astronomy , pure mathematics
We are witnessing today the all‐embracing undermining of the absolute character of the foundations of Enlightenment thought. This has had effects on different fields of knowledge, and the educational field is not an exception. The consequences produced by this process of ‘erosion’ of foundations is, of course, different in the so‐called First, Second and Third World countries. The way in which the post‐modern condition has been conceptualised by some scholars in Third World countries, particularly in the educational field circumscribes the scope of this paper. This paper illustrates: (1) the more generalised meanings of the term ‘post‐modernity’ in Latin America; (2) the modern/post‐modern debate in the educational field held by some influential educational theoreticians; (3) my own position concerning post‐modernity as a horizon of intelligibility and as an existential condition; and (4) my own remarks about some of the effects that the post‐modern horizon offers to and demands from those concerned with education.