Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World

Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World

The aim of this article is to analyse the influence that the paradigm of Postmodernism exerts, as a reaction to Modernism, and what the consequences of all these are in a globalized world: the adoption of a reflective disposability in crescendo and an increased consciousness and openness to div...

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Autor principal: Martínez Usarralde, María Jesús
Formato: Online
Lenguaje:eng
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/62
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spelling redie-article-622017-04-19T01:08:26Z Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World Reacciones al postmodernismo desde la educación comparada: de la ortodoxia inicial a la heterodoxia creativa Martínez Usarralde, María Jesús Comparative Education Postmodernism learnology transitology. Educación Comparada postmodernismo ciencia del aprendizaje. The aim of this article is to analyse the influence that the paradigm of Postmodernism exerts, as a reaction to Modernism, and what the consequences of all these are in a globalized world: the adoption of a reflective disposability in crescendo and an increased consciousness and openness to diverse perspectives, which lead to adopt a certain component of relativism, criticism and irony in education. With all this, the spectrum of "uncertainty" is growing, due to the continuous changes which are developing around it. As a consequence, two theoretical proposals emerge from Comparative Education, learnologies and transitologies, which contribute to a new vision of the discipline. While the first one interprets the incessant changes, which require new educational codes in order to understand the transformations of the world, the second one refers to the closest reality of the subject and the access to knowledge. To sum up, Comparative Education has found a new direction from both proposals, and it will probably lead to diverse Comparative Educations or a phase of Neo-comparative Education. El presente artículo aspira a analizar la influencia que el paradigma del posmodernismo ejerce, como reacción al modernismo, ejerce en la educación. Al mismo tiempo revisa cuáles son sus efectos inmediatos: la adopción de una disponibilidad reflexiva creciente y el aumento de la conciencia de apertura a diversas perspectivas, las cuales conducen a adoptar ciertos componentes de relativismo, crítica e ironía respecto a la educación. Unido a lo anterior, aumenta el espectro de "incertidumbre" debido a los continuos cambios que se desarrollan a su alrededor. Como consecuencia, desde la educación comparada, emergen dos propuestas teóricas: la ciencia del aprendizaje (del original "learnology") y la transitología (del original "transitology"), que contribuyen a dotar de nuevas visiones a la disciplina. La primera propuesta interpreta los incesantes cambios, que requieren nuevos códigos educativos a fin de comprender las transformaciones mundiales; la segunda, se refiere a la realidad más inmediata de la subjetividad y el acceso al conocimiento. En la conclusión se reconoce cómo, desde ambas propuestas, la educación comparada ha encontrado una nueva dirección; ello, probablemente, conducirá a diversas educaciones comparadas o al nacimiento de una fase de educación neocomparada. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/62 Revista Electrónica de Investigación Educativa; Vol. 4 No. 2 (2002) Revista Electrónica de Investigación Educativa; Vol. 4 Núm. 2 (2002) 1607-4041 eng https://redie.uabc.mx/index.php/redie/article/view/62/1205 https://redie.uabc.mx/index.php/redie/article/view/62/113 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language eng
format Online
author Martínez Usarralde, María Jesús
spellingShingle Martínez Usarralde, María Jesús
Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World
author_facet Martínez Usarralde, María Jesús
author_sort Martínez Usarralde, María Jesús
title Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World
title_short Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World
title_full Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World
title_fullStr Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World
title_full_unstemmed Reactions from Comparative Education to Post-Modernism: From Initial Ortodoxy to Creative Heterodoxy in a Globalized World
title_sort reactions from comparative education to post-modernism: from initial ortodoxy to creative heterodoxy in a globalized world
description The aim of this article is to analyse the influence that the paradigm of Postmodernism exerts, as a reaction to Modernism, and what the consequences of all these are in a globalized world: the adoption of a reflective disposability in crescendo and an increased consciousness and openness to diverse perspectives, which lead to adopt a certain component of relativism, criticism and irony in education. With all this, the spectrum of "uncertainty" is growing, due to the continuous changes which are developing around it. As a consequence, two theoretical proposals emerge from Comparative Education, learnologies and transitologies, which contribute to a new vision of the discipline. While the first one interprets the incessant changes, which require new educational codes in order to understand the transformations of the world, the second one refers to the closest reality of the subject and the access to knowledge. To sum up, Comparative Education has found a new direction from both proposals, and it will probably lead to diverse Comparative Educations or a phase of Neo-comparative Education.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2012
url https://redie.uabc.mx/index.php/redie/article/view/62
_version_ 1715723500398837760

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