포스트모더니즘의 담론과 교육

The Discourse of Postmodernism and Education

&nbsp;&nbsp;The purpose of this thesis is to examine Postmodern theory of Discourse and its meanings in education. Specifically, the examination focused on construct of the theory of Postmodern knowledge and modes of meta-narrative and its implications in epistemology of education. Conclusions are as follows.<BR>&nbsp;&nbsp;The Postmodern theory of Discourse is an "open" one constructed in various discourse situations, and it is different from the knowledge based on modernism. Analysing the condition of "postmodern knowledge" in post-industrial society it counted on "language game theory" of Wittgenstein. This approach shows that it intended to nullify all trials that seek fallacious grand narrative by reifing rules which are supposed to function in a certain game, and to judge possibility of various discourse rules with the narrative. Modern scientific knowledge as a meta discourse, narrative knowledge can be characterized as sort of Petits recits(small stories). Narrative knowledge does not mean simply peripheral stories, like legend and tales. its transferring mode, as he said, can be featured as incommensurability among system of each knowledge. t accepts the possibility of various utterances and strengthens patience to tolerate difference. This is to construct a sort of a new &quot;move&quot;.<BR>&nbsp;&nbsp;Postmodern theory of Discourse permits us to see problems of meta narratives found in the various discourses of education. Also, it encourages us to criticize the practice of education embedded in so-called modernism with the pretensions to totality, and provides us with the base of theory to construct pragmatics we make in every real narrative situations. In this way, Postmodern theory of Discourse has meaningful implications in the practice of education