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Postmodern philosophy is a philosophical movement that arose in the second half of the 20th century as a critical response to assumptions allegedly present in modernist philosophical ideas regarding culture, identity, history, or language that were developed during the 18th-century Age of Enlightenment.
"Postmodernism" is "a highly contested term", [3] referring to "a particularly unstable concept", [4] that "names many different kinds of cultural objects and phenomena in many different ways". [5] It may be described simply as a general mood or Zeitgeist. [6] [a] [13]
While there is wide agreement on the general topics discussed in the philosophy of education, it has proven difficult to give a precise definition of it. The philosophy of education belongs mainly to applied philosophy. [5] [8] According to some definitions, it can be characterized as an offshoot of ethics. [6]
Postmodernism has received significant criticism for its lack of stable definition and meaning. The term marks a departure from modernism, and may refer to an epoch of human history (see Postmodernity), a set of movements, styles, and methods in art and architecture, or a broad range of scholarship, drawing influence from scholarly fields such as critical theory, post-structuralist philosophy ...
Postmodernity is a condition or a state of being associated with changes to institutions and creations [8] and with social and political results and innovations, globally but especially in the West since the 1950s, whereas postmodernism is an aesthetic, literary, political or social philosophy, the "cultural and intellectual phenomenon", especially since the 1920s' new movements in the arts.
Science emerges as a means of directing and shaping lives. Hence, the modern conception of sexuality emerges from Christian codes of morality, the science of psychology, the laws and enforcement strategies adopted by the police and judiciary, the way in which issues of sexuality are discussed in the public media, the education system, etc.
The Postmodern Condition: A Report on Knowledge (French: La condition postmoderne: rapport sur le savoir) is a 1979 book by the philosopher Jean-François Lyotard, in which the author analyzes the notion of knowledge in postmodern society as the end of 'grand narratives' or metanarratives, which he considers a quintessential feature of modernity.
Lyotard was a key personality in contemporary continental philosophy and authored 26 books and many articles. [6] He was a director of the International College of Philosophy founded by Jacques Derrida , François Châtelet , Jean-Pierre Faye , and Dominique Lecourt .