Challenges of Education in a Postmodern Environment
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International Journal of Technology and Inclusive Education (IJTIE) , Volume 3, Issue 2, December 2014 Challenges of Education in a Postmodern Environment Nataliya Chernyuk Favennec Paris Descartes University Sorbonne, France Abstract We propose to conduct an analysis of the French schools in the light of the paradigm of The education system is in the midst of an postmodernity. French educational institution adaptation crisis. The traditional approach fails to operates on a system of values inherited from the meet the needs of the younger generation, which modern era, characterized by rationality and grows increasingly resistant to outdated teaching verticality, (i.e. transfer of knowledge from the top methods. Empirical scientific data and research down) the individual is expected to conform to a shows there are considerable benefits in utilizing an model. These values, like traditional republican empathic pedagogical approach. Exposing students institutions are obsolete and no longer work. to an empathic learning environment allows for However, the postmodern era is characterized by the creativity, awakens motivation and renews a taste for emergence of a topical horizontality (i.e. learning learning; it can even reveal previously unrecognized from your peers and your teacher), a new concept of potential. Requiring just personal initiative, any interpersonal relationships and communication with teacher can take this approach and reap the benefits. each other. There is also a resurgence of archaic and There is no need to await comprehensive changes sensitive values. These are phenomena characteristic from the education system itself. In order to be of trends in postmodern societies, influencing effective, the education system must be consistent attitudes and representations, particularly among with the society of his time. While society and young people. Remaining impervious to the new attitudes have changed, the institution is not social environment, the Republican school institution regenerated. One wonders about the impact of is in discordance with the people in which is in media, new technologies and social networks on charge of training, and thus, becomes inadequate and youth attitudes. These factors would guide to the "unperformant." superficial, immediate, and virtual and engender a reflex of "zapping". They also induce a loss of the Pedagogical transformation began in the 20th sense of reality, questioning the boundaries between century, thanks to the contributions of psychology, the virtual and the real. Whereas the effectiveness of including constructivism in the sense of a better the education system is inextricably linked to its mobilization of psychological functions of the ability to stimulate the student's desire to learn, it is individual. From the 1960s, the evolution of essential to seek mechanisms generating interest and pedagogy in theory relies on the work of humanist involvement of the student. psychologists who have improved the understanding of the mechanisms of motivation and highlighted the importance of concepts such as self-esteem. These concepts have contributed to educational changes, 1. Introduction which have supported research on "process-product" This research starts from the observation of an and the reflective practices of teachers. However, it ongoing crisis of French educational institution clearly appears that the contributions of psychology based on the republican model. By the 1970s, the and the results of these studies are insufficiently "conflictualists" sociologists have studied and integrated practice in the educational process in denounced the mechanisms that make the school a France. factor of the continuation of social inequality. The fact remains that educational change is Previous governments have implemented numerous incomplete as the school is not attuned to the social educational policies often at the expense of environment. The paradigm theories of Jung applied consistency and efficiency. The challenges of dealing to education, focused on the archetypal nature of the with a massive system and efficiency of the school. teacher-student relationship. In addition, we further There are indications of deterioration in the school stress, convergence with theories of imagination. We climate as well as recurrent lower academic intend to demonstrate that the proper implementation performance of students, as shown by surveys such of an "archetypal" education, leveraging the as Program for International Student Assessment sensitivity, intuition, empathy and the "resonance" is (PISA). French schools based on modern values at a powerful contributor to education. The goal is to odds with the social environment and loss of seat the connection between student knowledge and efficiency. enhancement of personal potential. The Copyright © 2014, Infonomics Society 344 International Journal of Technology and Inclusive Education (IJTIE) , Volume 3, Issue 2, December 2014 establishment of such an educational relationship is would guide to the superficial, immediate, and currently based on an individual approach of the virtual and could engender a reflex of "zapping", an teacher including their own self-analysis in order to inability to sustainable attention and mental effort. improve the transfer of knowledge. It also can induce a loss of the sense of reality of same adolescents, questioning the boundaries In conclusion, the incorporation of these concepts between the virtual and the real. As noted by Jean- in the organization of the educational institution Pierre Goudailler, it is a really linguistic divide would require a thorough overhaul of the educational contributing to increase marginalisation of youth process, but also the recruitment and training of [2]. Dominique Baillet, which assimilates these teachers. language forms a sort of "against-culture". Through technology, music, cyber culture, young people 1.1. Discrepancy between school and post have built a low permeability adult world. They also modernity reflect the identification of tribal forms as highlighted by Michel Maffesoli, who recalls that "from an ethnological point of view the tribe, stricto The educational world is facing a new challenge. sensu, was a way to fight together against the Postmodern thought focuses on living in the multiple forms of adversity..." [4]. Postmodern moment, and understand our individual desires. This tribalism would not be foreign to a protective leads to a stronger value of the ephemeral, and a instinct from our origins. culture more focused on human emotions. It goes against traditional values based on reason, ideologies and hope of better future. 1.2. The need for harmony in the student- teacher relationship These conditions are leading to the development of a youth culture that is diverse, tribal, progressive Our work claims that a harmonious relationship and based on new technologies instead of the values between student and faculty is a strong motivating of older generations. factor for students in the learning proses. Compliance with academic standards was once a A postmodern pedagogical approach favours pawn of success, but now it no longer develops teaching skills and transmission of knowledge in a students to their full potential because they are fashion that allows student to choose how they neither stimulated nor motivated by it. In turn, this interpret and apply what they are learning. makes the school no longer accomplish their primary goal anymore to educate students and prepare them Regardless of the school programs, personality of for life after school. Schools are no longer having as the teacher plays an important role in the process of much of a role in student’s social life anymore students’ learning. Perrenoud called this ‘informal because of the diversity of the current student knowledge’ the "hidden curriculum" well known in population. As a result an education system that does Anglophone literature [5]. not meet the needs of a younger generation. The personality of the teacher also determines the Any innovative idea must face the natural and quality of his/her relationship with the student. A social reluctance and precious time elapses before its better education system would result from teachers relevance is needed at all. To be effective, the who take this into account. education system must be consistent with the society In this vision, Clifford Mayes suggest us the of his time. But while society and attitudes have spiritual way of teaching, which requires that the changed, the institution is not regenerated. Institution teacher constantly work at developing her or his is no longer resonating with the society. It strives to intuitive capacity – in how she or he relates to both treat a form of visible discomfort without actually her or his subject-matter and students. identify the real causes. "Education should not be reduced to technical rationality...It is because such “Teaching with the third eye, teaching with forms of education do not address the whole child "wholesight" - it is fascinating how the symbol of the in all of his physical, emotional, political, cultural, eye pervades the literature on intuitive teaching. Yet and ethical complexity. The result is psychic another variation on this theme comes from Don "disorientation and fragmentation" in children, Juan, who talks, in his typically comic but ultimately which will lead with tragic inevitability to the same serious way, of seeing, learning and teaching "cross- things in a society whose citizens and leaders