Education without Truth in Postmodern Perspectivism :: Argumentative Linguistic Papers

Education without Truth in postmodernist PerspectivismPoststructuralist relativism, following the Nietzschean critique of Western rationalism, denounces the quest for truth as a quest to legitimize various claims on the level of universal merciful value, by covering up the indirect coercion of their discourse or imagery. Using perspectivism as an argument against philosophical grounding of various patterns and schemes, post-modern thinkers, down the stairs the influence of Poststructuralist relativism, try to depart from the cognitivist tradition by transforming philosophical purpose to an edifying discipline (Rorty) or learning (Lyotard) liberated from a conjecture of knowledge, and giving into a discourse of literary or prosy character. I argue that post-modern perspectivism and the individualistic or collectivistic logic which nurtures its scope preempt be transcended through construction of hyperperspectivistic prisms based on alogic of interrelation shake up by the interdi sciplinarian spirit prevailing in the field of modern science. This latter(prenominal) serves as the leading thread for the foundation of a new canonicity which, without losing its historic and cultural character, can make claims to truth and validity of general acceptance. The hyperspectivistic canonicity ancestry from much(prenominal) an interrelational logic is in a position to animate a new educational model capable of overcoming both idealistic and amorous versions of Bildung. During the last third of 20th century, the so-called postmodern world has been technically modernized in an unprecedented way. An unconstrained capitalist economy heroic constantly changing technologies determine, among other systems of social control, various forms of the educational system, to each one one of them promoting knowledge as a commodity. The ferment that swept, some years ago, not only the Third World but also the industrial societies for revolutionnary change of social and policy-ma king institutions has given its place to a drastic modernization of established authority, political power and modes of accummulation.The belief that we constitute in a rapidly changing world is well spread. In fact, we live in a frenetically modernized but not changing world, given that the deification of the modern against the traditional forms of education, organization and communication levels the pick up to create a vision of a future society. The creation of such a vision presupposes the critical approach of the legitimacy of the established authority, of political power or wealth issues which are no longer generally discussed. The early and forceful advocates of libertarian or socialist values seem to be forgotten or definitely marginalised. (1) The philosophical tradition developed by philosophers like