For more than a decade now a steadily growing chorus of voices has announced that the 'postmodern' literature, art, thought and culture of the late 20th century have come to an end. At the same time as this, the early years of the 21st century have seen a stream of critical formulations proclaiming a successor to postmodernism. Intriguing and exciting new terms such as 'remodernism', 'performatism', 'hypermodernism', 'automodernism”, 'renewalism', 'altermodernism', 'digimodernism' and 'metamodernism' have been coined, proposed and debated as terms (...) for what comes after the postmodern. Supplanting the Postmodern is the first anthology to collect the key writings in these debates in one place. The book is divided into two parts: the first, 'The Sense of an Ending', presents a range of positions in the debate around the demise of the postmodern; the second, 'Coming to Terms with the New', presents representative writings from the new '–isms' mentioned above. Each of the entries is prefaced by a brief introduction by the editors, in which they outline its central ideas, point out the similarities and/or differences from other positions found in the anthology, and suggest possible strengths and limitations to the insights presented in each piece. (shrink)

As the most prominent initiative in the open education movement, the Massive Open Online Course is often claimed to disrupt established educational models through the use of innovative technologies that overcome geographic and economic barriers to higher education. However, this paper suggests that the MOOC project, as a typical example of initiatives in this field, fails to engage with a theory of the subject. As such, uncritical and problematic forms of humanism tend to be assumed in the promotion and delivery (...) of these courses: the expectation of rational and self-directing individuals, with a universal desire for education. This fundamental orthodoxy limits both the understanding of technology and the possibilities for a concept of ‘openness’ in education. Given the global scale of the MOOC, and its high-profile associations with elite universities, the need for critical alternatives is pressing. In this paper I draw on critical posthumanism—an umbrella term for a range of philosophical and theoretical positions—for two purposes. Firstly and principally as a perspective through which to critique the educational reliance on humanism that is maintained in the project of the MOOC, and secondly to suggest alternative frameworks for thinking about the intermingling of humans and technologies in education. Space and time are considered as the two principal sites with which technological change is realised, and the promotion of the MOOC is shown to mask spatial and temporal conditions through adherence to an underlying humanist framework. (shrink)

The article discusses two basic paradigms of western educational theory, namely the concept of “influence” and the concept of “development”. Two historical contextes are analyzed, John Locke's theory of human learning and Jean-Jacques Rousseau's theory of natural development. Both theories are rejected in favour of a position beyond “influence” and “development”. This position of a theory of education ( Erziehung ) is marked with the term “moral communication”.

In a globalised world, the issue of language is of paramount importance. Teaching and learning foreign languages has become a social, institutional and professional challenge for the French education system. One consequence of the predominance of English has been to promote its teaching in higher education, so much so that French universities are gradually teaching other subjects through English to students whose language skills do not necessarily match the standards required for such curricula, and by lecturers who are not specialised (...) in English. Against that backdrop, this article addresses what research about “Anglais de spécialité” (ASP) is in the current, institutional context of the ever-developing French “ASP” sector, with a particular focus on English for science and English for law, and hopes to encourage similar studies across Europe. Exploring the epistemological dimension of research in didactics and ASP is essential in order to assess what stage of development it has reached, what directions it is likely to take in France and in Europe, and how a reflection on education and programmes of ASP could be implemented in higher education in different countries. But the present contribution paves the way for a pragmatic approach, since it aims to bring an institutional solution to the debate that has agitated the French academic world for the past decades. (shrink)

Just as Dewey argued during the industrial revolution, from the 1890s–1930s, and Martin argued in the 1960s–1990s with our “second wave” working revolution : today’s times are out of joint, potentially dangerous conflicts exist, and teachers have some responsibility in making things right. We are in another social revolution, as work is changing significantly again, due to advances in technology. Let’s call these current changes in work the technology revolution. Again, we need to rethink our school structures, curriculum, and pedagogy. (...) In an effort to contribute to that process, I direct our attention to the need to redefine work, and re/examine the connections between work and education in this paper. (shrink)